state board of education goals – future-ready students for ... · (otis l. hairston middle...

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.

(Otis L. Hairston Middle School) - 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.

(Otis L. Hairston Middle School) - GCS Strategic Plan Guilford County Schools

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





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



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:

(Otis L. Hairston Middle School) - 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.

(Otis L. Hairston Middle School) - Vision and Mission Statements Guilford County Schools

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

Robin Dillon

Selina Silver

Teacher Representatives Kimberly Scales

Arnita Moody

Kimberly Simmons

Bennie Bradley

Fred Sellars

Sandra Oyola

Janice Clark

Lena Murrill-Chapman On File

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

On File

On File

On File

On File

On File

On File

On File

On File

On File

On FileSerena Raleigh

On File

Name Name

Dr. Trina Bethea On File

On File

Otis L. Hairston Middle School - 402

3911 Naco Road - Greensboro, NC 27401

2010-12

Principal Signature:

Guilford County Schools - 410

Teresa Fay On File

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.”

(Otis L. Hairston Middle School) - Cover Sheet 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?

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.

(Otis L. Hairston Middle School) - School Data and Summary Analysis Guilford County Schools


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. Hairston has the lowest scores for actual proficiency results in reading with 44.7% proficient. In

addition to overall low proficiency, the only AYP subgroup that did not meet growth was our English Language Learners in reading. 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 had a score of 36.6 % proficient being the lowest score among all middle schools.



Hairston continues to need ongoing information about specific teacher data. This information will be available by the end of the first

semester via EVAAS. It would be beneficial for the staff at Hairston to gather and analyze Study Island data as students are completing

specific goals and objectives.

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


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:

Priority Goal 4:

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


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

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

5 Creation of Goal teams for Math (Administrators and Goal team leaders).

6. Identify students in various subgroups and provide professional development in differentiated instruction to increase

classroom rigor (EC and ESL teachers).

7

Priority Goal 1 and Associated Strategies

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

Strategy 1: Strategy 1: Hairston Middle School will engage in weekly data discussions during content meetings in order to

increase the number of students proficient in Math.

Action Steps:

1. Identify non-mastered objectives and provide students with corrective instruction. (Coaches and Goal Teams).

2. Implement and actively use Data Walls which show trends in individual classrooms and grade levels with particular

students. (Content Teachers).

3. Facilitate focused content planning sessions by grade level based on current data. (Coaches).

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

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

4. Monitor results from SGAs 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 (Coaches and IB Coordinator).

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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): During the past two years

Hairston has made a turn-around in math achievement showing an almost 20 point gain in proficiency of End of Grade Test

scores. If this trend continues, Hairston will be close to the Guilford County Schools Strategic Plan Goal of 88% proficiency by

2012. Therefore, increasing math achievement is a priority goal of Hairston Middle School. Benchmark data and formative

assessments will be used throughout the school year to monitor student achievement so that strategies can be revised or

implemented to ensure continued improvemt toward the goal.

(Otis L. Hairston Middle School) - Priority Goal 1 Guilford County Schools


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9

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4. HMS faculty and staff will use the mastery learning model to ensure success for all students (Content Teachers).

Strategy: HMS Faculty and staff will provide opportunities for corrective instruction in math.

Action steps:

1 Analyze the current data from SGA's and benchmarks (Coaches and teachers).

2 Identify students with similar needs (Content Teachers).

3 Develop a prescriptive plan for flexible grouping based on data that includes new strategies to teach students that

includes corrective instruction - Math Palooza, learning centers (Math Coach and teachers).

10

11

8

Strategy 1:

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12

Strategy 2:

5 Provide SES tutoring on Monday's and Wednesday's for students who qualify (SES Coordinator and Tutors).

6 Identify day time tutors to be hired (Title One Coordinator).

7 Research the logistics for implementing a Hairston Middle School After School Tutoring program (IB Coordinator).

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Review frequency:

12

Quarterly

Assigned implementation team: Goal Teams

2 Students will be instructed on how to utilize the calculator to solve mathematical equations.

3 Teachers will use math vocabulary and higher order questioning will be used to increase rigor in classroom instruction.

4 Teachers will collaborate during content and vertical team meetings to share best practices.

5

6

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Strategy 3: Strategy: HMS math content teachers will develop uniformity

Action steps:

1 Teachers will incorporate hands on math lessons that focus on the why as well as the how.

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Strategy 2:

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QUARTER 3:

QUARTER 4:

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

QUARTER 1: The use of focused instruction through flexible grouping and tutorial.

QUARTER 1: Progess toward math goals will be evident through walkthroughs and an increase in Benchmarks, SGAs, CAs, and

teacher created assessments. Also, bi-monthly conversations with Goal Team members will determine whether strategies are deployed

with fidelity.

QUARTER 2:

QUARTER 3:

QUARTER 4:

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

QUARTER 1: HMS data shows that 6th, 8th, and Algebra I scores are at or above the 50% level for BM1. 7th grade math is at 42.3% but only 2.8%

behind the district average. All grade levels are within 3 percentage points of the district average. Weaknesses- Grade 6-Standards: 1.03, 1.02, and

1.07. Grade 7- Standards: 1.01, 1.02, 2.01 and Grade 8- Standards: 5.01, 5.04 and 1.01 c.


QUARTER 2:

QUARTER 1: Hairston Middle School will use informal and formal observations, SGA data, and content meeting minutes to assess if strategies were

deployed with fidelity. Also, bi-monthly conversations with Goal Team members will determine whether strategies are deployed with fidelity.

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?

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QUARTER 4:

QUARTER 2:

QUARTER 3:

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Increase Reading EOG scores by 13.3points, from 44.7% to 58.0% proficiency by 2011.


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

Priority Goal 2 and Associated StrategiesP

lan

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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis): Reading is an area of continued

weakness for Hairston Middle School. In spite of gains in End of Grade Test scores for the 08-09 and 09-10 school years, the

school continues to be ranked at the bottom of all middle schools in Guilford County. Therefore, reading achievement is a

priority for the school. Benchmark data and formative assessments will be used throughout the school year to monitor student

achievement so that strategies can be revised or implemented to ensure continued improvemt toward the goal.

Overall SMART* Goal: Increase Reading EOG scores by 20 points, from 44.7% to 70.0% proficient by 2012.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

Target SMART* Goal:

7 Implement schoolwide Drop Everything and Read during AA, in addition to SSR during Guided Studies to build reading

stamina (Teachers).

3 Select a team of teachers to visit schools that are implementing Guided Reading school-wide with fidelity (Academic

Team).

4 All ELA teachers will incorporate 10 minutes of Read Aloud that is at least two levels above grade level to increase

vocabulary and model fluency (Teachers).

5 Provide professional development to all teachers on how to incorporate direct instruction of vocabulary in their content

area (Literacy Coach and IB Coordinator).

6 The Literacy Coach and administrators will monitor fidelity of read aloud and vocabulary instruction.

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Strategy 1: Strategy: HMS will increase reading proficiency by implementing a school-wide balanced literacy approach

Action Steps:

1 Select specific teachers to pilot a guided reading program (Literacy Coach and Principal).

2 Provide professional development to all teachers on the Balanced Literacy approach (Literacy Coach and IB

Coordinator).


Priority Goal 2 and Associated Strategies8 Reading comprehension strategies, that can be used in all content areas, will be shared during content meetings by

teachers and coaches (Literacy Coach and teachers).

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

in the classroom (Principal and Title I coordinator).

10 Continue to offer Read 180 to students who are not proficient in reading (Read 180 teachers).

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Strategy 1:

Strategy 2: Strategy: HMS will implement a Guided Studies program in order to increase student proficiency in reading.

Action steps:

1. Reorganize the Guided Studies plan to support literacy in grades 6 and 7 (Principal, API, IB Coordinator and Math

Coach).

2. Implement daily Silent Sustained Reading in the Guided Studies block (Teachers).

3. Explicit vocabulary instruction (GS Staff).

4. Guided Studies teachers will meet weekly with the Literacy Coach to review lesson plans (GS Staff and Literacy Coach).

5. The Literacy Coach will develop weekly lesson plans for GS (Literacy Coach and IB Coordinator).

6 Students will continue to use Study Island during GS at least once a week to reinforce reading comprehension skills

(Technology Assistant).

7 Students will continue to select appropriate text based on their instructional level and to support the Accelerated Reader

program (Media Specialist).

8 Incorporate weekly EOG prep activities (GS Staff).

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Review frequency:

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Strategy 2:

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4

Strategy 3: Strategy:

Action steps:

1

Quarterly


Priority Goal 2 and Associated StrategiesP

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QUARTER 4:

QUARTER 1: All grade levels are below the 50% mark for Benchmark I and are below the district average. Weaknesses by standards: 6th Grade-

2.01g, 4.01c, 2.01d, and 1.02f 7th Grade-2.01e, 5.01g, and 5.02d. 8th grade- 5.01k, 1.02d, 2.01c, and 2.01d.

QUARTER 2:

QUARTER 3:

QUARTER 4:

QUARTER 1: Progress toward ELA goals will be evident through walkthroughs and an increase in Benchmarks, SGAs, CAs, and teacher created

assessments. Also, bi-monthly conversations with Goal Team members will determine whether strategies are deployed with fidelity.

QUARTER 2:

QUARTER 3:


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What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Reading Benchmark data and Common Assessment data will be used to measure whether the strategies are being implemented

successfully to improve literacy. Also, bi-monthly conversations with Goal Team members will determine whether strategies are deployed with fidelity

Qualitative data from informal and formal observations will be assessed for fidelity.

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 4:

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QUARTER 1: We are developing a more organized ELA structure which includes read aloud and vocabulary development. We are also researching

how to implement a guided reading program for our students reading below grade level.

QUARTER 2:

QUARTER 3:


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 the counselors to present character ed. and bullying instruction. To

protect instructional time, the instruction will take place during the Guided Studies for students in grades 6 & 7.

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

3The school will align Positive Behavior Intervention Support (PBIS) goals/expectations to the GCS character traits.

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

Action Steps:

4. Research information through Exploring Business Technology classes by implementing the "Seven Habits of Highly

Effective Teens" to implement a plan to provide focused instruction for character development.

Strategy 1:

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(Otis L. Hairston Middle School) - Character Development Plan Guilford County Schools


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

Action Steps:

1. Develop faculty, student, and community service learning opportunities through the use of the IB Learner Profiles.

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

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.

Strategy 1:

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Strategy 2:

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

discussed in the book

5

6

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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.

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Review frequency:

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

summative data as appropriate.)

QUARTER 1: As character development is developed, research states office referrals should decline.

QUARTER 2:

QUARTER 3:

QUARTER 4:

Strategy 3:

Assigned implementation team:


QUARTER 1:(1) Review service-learning proposal-- meeting minutes, committee sign-in sheets, (2) Review IB meeting minutes, (3) Review PBIS

meeting minutes

QUARTER 2:

QUARTER 3:

QUARTER 1: The data reveals that many of the initiatives cited are still in the formative stages of development

QUARTER 2:

QUARTER 3:

QUARTER 4:

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QUARTER 4:


Quarterly



QUARTER 4:

QUARTER 4:


QUARTER 1: Appoint a Goal Team committee to oversee implementation of character education and service learning programs

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Act QUARTER 2:

QUARTER 3:


0

Target SMART* Goal:

Strategy:

Strategy:

Strategy: HMS Faculty and staff will provide opportunities for corrective instruction in math.

Strategy: HMS math content teachers will develop uniformity

Overall SMART* Goal: Increase Reading EOG scores by 20 points, from 44.7% to 70.0% proficient by 2012.

Strategy:

Strategy: HMS will increase reading proficiency by implementing a school-wide balanced literacy approach

Strategy: HMS will implement a Guided Studies program in order to increase student proficiency in reading.

Strategy:

Goal 3 and Associated Strategies

Overall SMART* Goal:

Target SMART* Goal: Increase Reading EOG scores by 13.3points, from 44.7% to 58.0% proficiency by 2011.

Goal Summary

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

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

Strategy 1: Hairston Middle School will engage in weekly data discussions during content meetings in order to increase the number of

students proficient in Math.



(Otis L. Hairston Middle School) - Goal Summary Guilford County Schools

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.

Strategy:

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: 0

Target SMART* Goal: 0

Strategy:

Strategy:

Strategy:


(Otis L. Hairston Middle School) - Goal Summary Guilford County Schools

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

(Otis L. Hairston Middle School) - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan1.

2.

3.

4.

5.

6.

7.

8.

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11.

12.

1.

2.

3.

4.

5.

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consultation with appropriate community agencies;

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

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

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

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

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

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

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

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

review screening data and close case.

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

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

BEHAVIOR, OR BOTH)


Safe School Plan10.

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1.

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review/request medical and social histories including home visits.

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

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

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

FROM CLASSROOMS WHEN NECESSARY.)

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

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

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

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

school or an alternative learning program.

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

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

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

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


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

Community Service Works Alternative Education Program.

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


Safe School Plan

2

8

9

10

6

7

Action steps:

12

3

4

5

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: Increase level of appropriate student behavior.

8

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

7

Strategy 2 Strategy:


1

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

9

10

11

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

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:


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

11


Safe School Plan

Review frequency:

QUARTER 1: By looking at school referral data, you would expect that referrals for Rule 6 and Rule 8 should show a decrease as incentive

program participation should show an increase. Look at individual teachers and their fidelity in implementing the PBIS program.

QUARTER 2:

QUARTER 3:

9

10

11

Strategy 2

3

4

5

7

8

QUARTER 3:

QUARTER 4:

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

Quarterly

Assigned implementation team:


12

12

Strategy 3 Strategy:

Action steps:

1

2

6

QUARTER 1: Quarterly SWIS referral data and number of students that were involved in PBIS incentive programs

QUARTER 2:


Safe School Plan

QUARTER 2:

QUARTER 3:

QUARTER 4:


QUARTER 3:

QUARTER 1: Students who are considered as repeat offenders will participate in a Check In/Check Out program to encourage appropriate

behavior and allow students to modify their attitude/behavior prior to entering class.

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: There is a slight increase in referrals of Rule 6 and Rule 8 but at the same time we are seeing an increase in participation in

our school incentive programs. This indicates that we have many repeat offenders and need to implement more intensive intervention for

these students.QUARTER 2:

QUARTER 3:

QUARTER 4:


Safe School Plan

1.

2.

3.

4.

5.

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.

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

COURT OFFICIALS.)

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

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

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

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

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

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

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

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.

7.

8.

9.

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

Connect-Ed messaging and notification

technology

PTA Updates, Meetings, & Newsletter

GCS Website

Homeroom Updates

Superintendent's News Briefs (weekly)

Cable Access Channel

Superintendent's News Briefs (weekly)

Board of Education Meeting Materials


technology

Student Assemblies

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

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

SCHOOL.)


technology


Safe School Plan

Guilford County Association of Educators

(GCAE)Board of Education Meeting Materials

GCS Parent Academy


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

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.

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

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

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