School Improvement Plan - Charlotte-Mecklenburg …schools.cms.k12.nc.us/mallardcreekHS/Documents/School... · 2017-11-15 · School Improvement Plan 2017-2018 School Improvement

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Mallard Creek High School Improvement Plan Report

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Mallard Creek High School Contact Information

School: Mallard Creek High School Courier #: 445

Address:

3825 Johnston Oehler Rd. Phone Number: 980-343-1341

Charlotte, NC 28269 Fax Number: 980-343-1342

Learning Community: North

School Website: http://schools.cms.k12.nc.us/ mallardcreekHS/

Principal: Kevin Garay

Learning Community Superintendent: Dr. Matthew Hayes

Mallard Creek High 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.”

Committee Position Name Email Address Date

Elected Principal Kevin Garay [email protected] 8/2016

Assistant Principal Representative Fran Romain [email protected] 8/2016

Teacher Representative Carrie Berkman [email protected] 8/2016

Inst. Support Representative Christina Segura [email protected] 8/2017

Teacher Assistant Representative Timothy Rodman [email protected] 8/2016

Parent Representative Lynn Comstock [email protected] 8/2016

Parent Representative Connie Bradley [email protected] 8/2017

Parent Representative Patil Madhavi [email protected] 8/2016

Parent Representative Denise Sabo [email protected] 8/2016

mailto:[email protected]










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Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Students graduate from Mallard Creek High School prepared to lead productive lives as contributing members of

society.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Mallard Creek High School’s Mission is to prepare our students to succeed in a global society through a quality

education.

Mallard Creek High School Shared Beliefs

● Individual Potential: Develop the academic, artistic,

athletic, and leadership abilities and talents of each

student.

● Character: Develop respect, responsibility, and

integrity that inspire service and leadership within the

school community.

● Partnerships: Develop strong relationships

between community, students, parents, and staff that

support learning and growing.

● Environment: Develop a culture that is safe and

nurturing and celebrates diversity.

● Communication: Develop open communication

between students, parents, and staff.


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Mallard Creek High School SMART Goals

● Provide a duty-free lunch period for every teacher on a daily basis.

● Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of

providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper

supervision of students may allow during regular student contact hours.

● Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of

bullying and harassing behaviors.

● Increase the school’s Student Growth Index from 2.78 to at least 10.0

● AMO participation targets percentage met will increase from 73% to 90%

● Increase the percentage of students scoring a level three or better on an AP exam from 44% to 48%

● Performance on the ACT will increase from 51% of juniors meeting the college readiness benchmark to 61% of

juniors meeting the benchmark


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Mallard Creek High School Assessment Data Snapshot

School Composite

#

Assessments

Administered

%

Tested

#

Level I

%

Level I

#

Level

II

%

Level II

# Level

III

%

Level

III

# Level

IV

%

Level

IV

#

Level

V

%

Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

1,916 98.7 372 19.4 419 21.9 221 11.5 738 38.5 166 8.7 1,125 58.7 904 47.2

Biology

#

Assessments

Administered

%

Tested

#

Level I

%

Level I

#

Level

II

%

Level II

# Level

III

%

Level

III

# Level

IV

%

Level

IV

#

Level

V

%

Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

669 98.7 149 22.3 178 26.6 74 11.1 185 27.7 83 12.4 342 51.1 268 40.1

English II

#

Assessments

Administered

%

Tested

#

Level I

%

Level I

#

Level

II

%

Level II

# Level

III

%

Level

III

# Level

IV

%

Level

IV

#

Level

V

%

Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

631 98.9 77 12.2 145 23.0 62 9.8 318 50.4 29 4.6 409 64.8 347 55.0


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Math I

#

Assessments

Administered

%

Tested

#

Level I

%

Level I

#

Level

II

%

Level II

# Level

III

%

Level

III

# Level

IV

%

Level

IV

#

Level

V

%

Level

V

# Level

III/IV/V

% Level

III/IV/V

# Level

IV/V

% Level

IV/V

616 98.3 146 23.7 96 15.6 85 13.8 235 38.1 54 8.8 374 60.7 289 46.9

READY ACCOUNTABILITY REPORT

Indicator Denominator Percent

Perf. Comp. CCR 1916 47.2

Perf. Comp. GLP 1916 58. 7

The ACT 644 50.5

ACT WorkKeys 129 70.5

Math Course Rigor 573 >95

CGR 4yr 571 >95

CGR 5yr 604 >95

Graduation Project Yes Yes

Growth Status & Index Exceeded (Status) 2.78 (Index)


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Mallard Creek High School Profile

Mallard Creek High School is a comprehensive high school that opened its doors on August 27, 2007. The school is

located on a beautiful 24 acre campus in the University Area in Charlotte, North Carolina. It serves over 2,600 students in

a diverse student body of 67% African American, 15% White, and 18% other (Asian, Hispanic, Indian, and multi-racial).

The State Board of Education has instituted the North Carolina Academic Scholars’ Program to encourage students to

pursue a well-balanced, rigorous and challenging high school program. Students satisfactorily completing the course of

study requirements as identified by the State Board of Education will be named North Carolina Academic Scholars and will

have the seal of recognition affixed to their diplomas. This recognition will be designated on student transcripts.

Advanced Placement Courses Include: English Language and English Literature, Calculus, Biology, Chemistry, Physics,

U.S. History, U.S. Government, Statistics, Macroeconomics, Human Geography, Environmental Science, Psychology,

Spanish, Music Theory and Studio Art. Mallard Creek has also started the AP Capstone program for 2016-17. Mallard

Creek High School has continually increased enrollment in AP courses, and is currently over 20% AP enrollment.

Honors Courses (Academically Gifted Program): Course content, pace and academic rigor place high expectations on

Mallard Creek students and surpass the standards specified by the North Carolina Standard Course of Study. Such

courses demand greater independence and responsibility. The courses provide credit needed to earn a high school

diploma and require End-of-Course and North Carolina Final Exam test where applicable.

Accreditation: Advance-Ed. Accreditation (2016)

Recognition: Mallard Creek High School was recognized as a School of Excellence by the National Center for Urban

Schools Transformation.


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Class Schedule: Mallard Creek High School is on a block and modified block schedule. Classes meet daily and every

other day for ninety minutes throughout the school year. The school is on a hybrid 4x4 scheduling model. Advanced

Placement, Physical Education, Fine Arts, AVID, and JROTC classes meet every other day following an A/B format. All

4x4 courses meet every day each semester.

Academic Calendar: First-quarter ends on October 27, 2017. Second-quarter and the first semester end on January 19,

2018. Third- quarter ends March 28, 2018. Fourth-quarter and the second semester end on June 8, 2018.

Class Rank: Class rank is determined by Grade Point Average (GPA). The GPA will be computed as follows:

• The number of quality points will be four times the number of A’s, plus three times the number of B’s, plus two times

the number of C’s, plus the number of D’s plus the number of advanced credit courses passed. All students

enrolled in advanced, honors, IB and AP courses will be eligible for additional quality points upon successful

completion of the courses. Advanced credit courses are those courses that are defined as such in the Charlotte-

Mecklenburg Schools High School Planning Guide. Advanced credit will be given for transfer courses when clearly

indicated on the transcript.

• GPA will be the number of quality points divided by the number of eligible courses.

• A true GPA includes all eligible courses taken. Courses taken during the school year and summer school will be

included in the calculation of the GPA. Credit can be given for a course only once, regardless of how many times

the course is taken.

Athletics: Mallard Creek High School offers a full range of competitive athletics to both boys and girls through tennis, golf,

swimming, track and field, football, basketball, baseball, softball, volleyball, soccer, wrestling, cross country and

cheerleading. Mallard Creek is a division 4-A school, with recent football and track state championships, and girls’

basketball state semifinalists.


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The National Academy Foundation Academy of Engineering (“AOE”) program at Mallard Creek High School, a CMS

school, is in its seventh year of preparing high school students for college and career readiness in the field of engineering

by utilizing college level curriculum designed by Project Lead the Way. Students take four courses including: Introduction

to Engineering Design, Principles or Engineering, Civil Engineering & Architecture, and Digital Electronics. The AOE

program recently received “Distinguished Academy” status.

The Mallard Creek High School AOE is supported by a volunteer Advisory Board, comprised of industry professionals,

parents, school staff and administration members. The Board meets on a monthly basis to plan activities such as

classroom speakers, educational field trips, college visits, and career preparedness. Our industry partners have provided

professional guidance to our students on projects and presentations, as well as annual grants to support the AOE program.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Four focus areas: I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce

Five focus areas: I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child

Three focus areas: I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Five focus areas: I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Four focus areas: I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus

Area:

Recruitment, Professional Development, Retention, New Career Pathways, Leadership

Development

Data Used: Master schedule with duty-free lunch periods for every teacher.

Strategies (determined by what

data)

Task

Task

Task (PD)

●

Point Person

(title/name)

Evidence of Success

(Student Impact)

Funding

(estimated

cost /

source)

Personnel

Involved

Timeline

(Start—

End)

Interim

dates

●

1. Creation of a master schedule

that includes a duty-free lunch

period for every teacher.

● Strategic planning

● Climate/culture team

Assistant

Principal/

Romain

Administrators and

volunteers have a schedule

to support lunch coverage

at all four lunches each day

to allow teachers 22

minutes.

None Admins.

Volunteers

10/27/17

01/19/18

03/28/18

06/08/18


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promotes duty-free lunch

for teachers (PD)

● Rotating administrators,

volunteers, and teachers

with 3rd block planning.

2. Creation of duty/supervisor

roster.

● Administered at the

beginning of school year

Assistant

Principal/

Cowart

Administrators and

volunteers have a schedule

to support lunch coverage

at all four lunches each day

to allow teachers 22

minutes

None Teachers

Admins.

10/27/17

01/19/18

03/28/18

06/08/18


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SMART Goal (2):

Duty Free Instructional

Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -

301.1, with the goal of proving an average of at least five hours of planning time per week, to

the maximum extent that the safety and proper supervision of students may allow during

regular student contact hours.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Recruitment, Professional Development, Retention, New Career Pathways, Leadership

Development

Data Used: Master schedule with duty-free planning time for each teacher; PLC minutes


data)

Task

Task

Task (PD)

● T

●

Point Person

(title/name)

Evidence of Success

(Student Impact)

Funding

(estimated

cost /

source)

Personnel

Involved

Timeline

(Start—

End)

Interim

dates

● I

1. Creation of a master schedule

that allows content teachers to

plan together.

Assistant

Principal/Romain

All common assessments.

Growth is shown in CFA,

EOC, and NCFE results.

None Teachers,

Admins,

10/27/17

01/19/18


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● Tues./Thurs. PLC

meetings

● Unit planning sessions

● PLC task force (PD)

PLC minutes. PLC Leads 03/28/18

06/08/18

2. Expansion of instructional

excellence team.

● PLC expectations

● Best practices

● Inclusion of World

Languages and CTE

Assistant

Principal/Romain

Instructional

Coordinator/

Conley


Growth is shown in CFA,

EOC, NCFE, and CTE

Post-Assessment results.

PLC minutes.

None Teachers,

Admins.

Facilitators

10/27/17

01/19/18

03/28/18

06/08/18

3. Utilize academic facilitators.

● Provide training for a team

coverage rotation schedule

● Coverage when needed

● Academic/ planning

support

Academic

Facilitators/

Wilson,

Matthews


Growth is shown in EOC,

MSL, ACT results.

None Academic

Facilitators,

Admins.,

Teachers

10/27/17

01/19/18

03/28/18

06/08/18


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SMART Goal (3):

Anti-Bullying / Character

Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning

environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and

cultural competence.

Strategic Plan Focus

Area:

Physical Safety, Social and Emotional Health, High Engagement, Customer Service,

Cultural Competency

Data Used: ISS and suspension data; graduation rate; parent/student surveys


data)

Task

Task

Task (PD)

● T

Point Person

(title/name)

Evidence of Success

(Student Impact)

Funding

(estimated

cost /

source)

Personnel

Involved

Timeline

(Start—

End)

Interim

dates

●

1. Bully Liaison / Bully-prevention

● Title IX trainings

Counselors &

DOS/Joyner

Discipline data

Graduation rate

Better scores on parent and

None Admins.,

Counselors,

10/27/17

01/19/18


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● Guest speakers

● Advisory meetings

student surveys Teachers 03/28/18

06/08/18

2. Character Education

● Guidance teams go into

classrooms

● Title IX lessons

● Community service

opportunities

Counselors &

DOS/Joyner

Principal/Garay

Teachers

(club/program

advisors)

Discipline data

Graduation rate


student surveys

Community service hours

data for groups (NHS,

JROTC, ECC)

None Admins.

Counselors

Teachers

10/27/17

01/19/18

03/28/18

06/08/18

3. Healthy Active Child 30 min.

● Personalized Learning and

PEAK strategies in the

classroom

Facilitators

Principal/Garay

Academic data

ISS/OSS data

Graduation rate


student surveys

None Admins.

Teachers

10/27/17

01/19/18

03/28/18

06/08/18

4. School Health Team Teacher/

Lancanshire

Nurse/

ISS/OSS data,

Graduation rate,


None Admins.

Nurse,

First

10/27/17

01/19/18


17

Anderson

First

responders/

Funderburk

student surveys,

Participation at SHAC

meetings

responders,

Teachers

03/28/18

06/08/18


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SMART Goals: 90-Day Plan Goals.

Strategic Plan Goal:

Strategic Plan Focus Area:

Data Used:

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1.

2.

3.

See 90-Day

Plan


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The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.

Our students will graduate with a diploma that reflects their college and/or career readiness to compete in a global society.

GOAL SETTING:

Goals 2016-2017 RESULTS 2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 Increase the Student Growth Index to 10.0

2.78 10.0 NC SAS EVAAS Student Composite Growth Index

5 Increase AMO targets participation to 90%

73% 90% EOC, ACT, and WorkKeys testing participation rates

for subgroups.

6

Increase AP pass rate (3, 4, 5) to 48%

44% 48% College Board AP results for students making a 3, 4,

or 5.

7 Increase ACT benchmark percentage to 61%

51% 61% ACT results for percentage of juniors scoring at least

a 17 on the ACT.

90-DAY ACTION

PLAN


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90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Action planning for reassessment for mastery (Math I, Biology, English II).

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Increase the level of accountability for PLC focus on next steps when students have not mastered the standards being taught.

School Leader Responsible: K. Garay (principal); F. Romain

(API); J. Cowart (AP); H. Wilson (Facilitator); S. Matthews (Facilitator); PLC Leads

Desired Outcome: (What will be different if you are successful in addressing this priority?)

Teachers’ data analysis practices will improve, ability to positively react to deficiencies in students’ skills will improve, and teachers will become more consistent within and across PLCs in the skill of

reassessing for mastery.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?)

We have not implemented consistent PLC support in this process, consistent accountability to ensure that there is fidelity in this process, or consistent coaching to make sure each PLC and each member understands different strategies to accomplish this.


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ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome Person Completing

Action

Timeline Resources Needed / Source

1. Establish foundation for instructional support structures to provide framework for improvement (final master schedule, meeting

schedules, Grade Cam, SchoolNet).

F. Romain, J. Cowart

8-28-17 Master Schedule

ILT meeting schedule

Admin. meeting schedule

Instructional Excellence meeting schedule

PLC meeting schedules

MTSS meeting schedule

2. Provide system of accountability and communication for PLCs (of expectations, support, and strategies).

K. Garay, F. Romain

8/10-9/1/17

Bi-weekly leadership team meetings

Instructional Excellence Team meetings (dept. chairs and PLC

leads)

Opening staff meeting

Evaluation Orientation training

3. With input from Instructional Excellence Team, develop short list of most effective data analysis protocols for improved consistency in

F. Romain 8/23-9/13/17

Instructional Excellence meetings


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determining skill deficiency and conduct self-assessment of where PLCs are in the “PLC Umbrella” stages.

PLC Leads PLC stages survey

Data analysis protocols

4. The Instructional Excellence Team will receive coaching on the use of data protocols, best practices for reassessment and mastery, and varying methods for action planning for reassessment and mastery. The PLCs will set goals based on where they expect to move growth

and/or proficiency.

F. Romain

PLC Leads

Dept. Chairs

8/23-October

2017

Instructional Excellence meetings

PLC meetings

Sample data protocols

Guides for reassessment methods

5. Leadership team (administrators, facilitators) and PLC Leads will coach and support PLC members through the initial PLC meetings to ensure PLCs are internally consistent with reassessment for mastery

and also consistent across different PLCs. PLC progress will be shared at out bi-weekly leadership team meetings.

Leadership Team

PLC leads

August-September 2017

Leadership Team meetings

PLC meetings

6. Leadership team, mentors, and peer observers will focus on the elements in the evaluation rubric that are related to our reassessment

for mastery focus as we complete our first and second round of observations

Leadership Team

Peer Observers

October-Dec. 2017

Evaluation training

Observation Schedule

Walk-through form and schedule

Observation conferences

7. As part of our Fall PD Plan, we will provide sessions that allow for district/school leadership to provide training/coaching/support for

action planning toward reassessment for mastery, and also allow our

District specialists

Sept. 21, 2017-Jan.

PD Plan

PD Sessions


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PLC Leads to share best practices with the other PLCs. Leadership Team

PLC Leads

2017 Workdays

Early Release Days

PROGRESS INDICATORS

Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

Mid-September

2017

Leadership team members will have a suggestion sheet that contains data protocol examples and various practices for reassessment for

mastery. This will be utilized for PLC meeting support and compiling results for our leadership team meetings.

Ensuring that our entire leadership team understands the suggestion sheet and can provide actual coaching with examples of practices for reassessment for mastery.

End of October 2017

Leadership team will review PLC documentation of action planning for reassessment for mastery used for CFAs and benchmark testing

(and mid-terms). It will be important to review the data for both students and standards and provide feedback on what practices are

working best for each PLC (e.g., re-teaching, re-looping, flexible grouping, retesting, changing the assessment type for particular

skills, etc.).

Leadership team will likely not “arrive” at the same place with their respective PLCs. Some PLCs started ahead of others in these skills while some may need more

coaching. Sharing data improvements in student or standard mastery will be

important to encourage others.

October 2017-January 2018

Actual results of mid-terms, benchmarks, CFAs as both students and standards are reassessed.

PLC groups that have students that may need additional support (Math I) will likely

need additional resources to see improvements in mastery over time. The

students in Foundations of Math I will need additional support such as extended day,

structured after-school tutoring, etc. The re-looping takes longer because of the number


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of standards and length of course.


25


Continuous Improvement Initiative Focus Area (Big Rock): Communication with students after

reassessment for mastery.

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Consistent communication with students regarding final exam preparation and opportunities for grade improvement via the final exam.

School Leader

Responsible:

K. Garay (Principal); F.

Romain (API); A.

Kelleher (IAF); C.

Berkman (ELL); PLC

Leads

Desired Outcome: (What will be different if you are successful in addressing this priority?) Increasing our subgroup testing participation to 90% for all targets.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) We consistently have a very small number of students (one-three) in various subgroups who do not think they can pass the course and choose not to take the final exam for the course. We have looked at who is not showing up and their grade history in the class.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome

(Focus on teacher practice and systems & processes)

Person

Completing

Action


Increase the communication for all stakeholders involved in Math I and Biology EOCs (determined by portal data of test takers) regarding attendance and grades.

IAF/Kelleher, Principal/Garay, Attendance Secretary/Joyner

Between quarter and final exams

PLC data, attendance records, and Navigator Portal subgroup data.

Increase the bilingual communication for Hispanic families regarding

the ACT, Biology, and Math EOCs.

ELL/Berkman IAF/Kelleher

Between quarter and

Connect Ed. messages, bilingual staff members,


26

final exams and weeks leading up to ACT

PowerSchool contact information

Improve the confidence of Hispanic subgroup test-takers in

preparation for the ACT and EOCs (based on participation and

performance data).

ILT

Between quarter and final exams and weeks leading up to ACT

PLC data, attendance records, and Navigator Portal subgroup data.

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

10/27/17 Reviews of gradebooks for Biology and Math I to determine students from targeted subgroups that are not passing courses.

PLCs need support with students from

targeted subgroups who are not passing

their respective course. Administrator and

facilitator efforts need to be aimed at

supporting plans to help put these

students in place for passing the course

(via the final exam).

1/17, 2/17, and 6/17

Communication attempts toward the families of Hispanic students in Biology, those taking the ACT, and those in Math I. Tracking of Connect Ed. messages, individual calls, and meetings.

Ensuring that we prepare for communication to families and students to confirm the importance of participation, but also these same students may need support in passing the course (and more meaning behind the 20% that the final exam is worth). Further, we need to communicate the importance of the ACT even if students are unsure about college.


27

1/17, 2/17,

and 6/17

Documented meetings with individual students and check ins with teachers/PLCs to determine how to best support students in targeted subgroups (who are failing after the first quarter). Also, meetings with students in targeted subgroups who are attendance concerns in regards to coming for the ACT.

Trying to meet with all Hispanic students

who are failing Biology or Math I may be

difficult if we do not identify students

immediately after the quarter and then

organize meetings.


28


Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable): Lesson planning and

development of assessments.

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these

goals?)

Ensuring that AP teachers and students have a support network in learning and assessments as they prepare for the College Board AP exam.

School Leader

Responsible:

Principal (Garay), IAF

(Kelleher), API (Romain),

AP PLC Desired Outcome: (What will be different if you are successful in addressing this priority?)

Increasing the percentage of students making a three, four, or five on the AP exam from 44% to 48%.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have

to support this hypothesis?)

We are not consistently preparing all students for the AP exam, and specifically, data shows that as enrollment has increased with students who are not indicated to perform well, the percentage of those students performing well has dropped.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome

(Focus on teacher practice and systems & processes)

Person

Completing

Action


Practicing a more liberal policy and a more proactive communication plan regarding students who may need to be moved from an AP course.

Principal/Garay Counselors AP teachers

First two weeks of semester

Students’ testing history, AP Predictor information, PowerSchool, master schedule

Creation of AP PLC that will meet monthly after school and provide a

platform for best practices with lesson and assessment differentiation.

IAF/Kelleher

August 2017 and then monthly

AP PLC group, agendas, and identifiable areas of support (e.g., differentiation)


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Increase support for AP students in preparation for AP exam by

utilizing extended day and Saturday sessions.

API/Romain

March-April, 2018

Extended Day program and funding, AP teacher support

Continue to improve the information shared with students about AP

classes prior to registration (special AP Night).

Principal/Garay,

AP teachers

February

2018

Evening meeting with

parents, AP teacher visits

and sharing of course

syllabi

Increasing AP course preparation via AP Capstone Seminar program (based on training and planning of Capstone teachers and sharing with AP PLC).

AP Seminar

teachers

August

2017-May

2018

AP Capstone courses (two

sections)


9/2017 Number of students who were recommended (with parent agreement) for a change into a more academically appropriate course.

There are students who still wish to remain

even though they may be struggling and

not prepared for the course rigor.

1/2018

Agendas/minutes from AP PLC meetings to date, and schedule for AP teachers to observe one another and share best practices.

This is ongoing and will need to cover a variety of topics for sharing best practices on differentiation in lessons and assessments.

3/2018 Number of students participating in after school AP support program.

Modifying schedule to also utilize Saturday

mornings (we did this last year).

2/2018 Parent/student participation in AP Night and number of students registered for AP courses.

It is not mandatory, but encouraged, that

parents attend. We will need to provide

information for follow-up communication.

5/2018 Percentage of AP Seminar students making a three, four or five on AP exam.

Tracking the future AP success of these

students who took AP Seminar in 10th

grade.



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Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable): Not applicable

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these

goals?)

Exposing current eleventh graders to more actual timed test-taking practice for the ACT; and providing feedback on this practice.

School Leader

Responsible:

Principal (Garay); AP

(Cowart); Data Team Desired Outcome: (What will be different if you are successful in addressing this priority?)

Improving the percentage of students scoring at least a composite of 17 (NC College Readiness benchmark) from 51% to 61%.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have

to support this hypothesis?) We have focused heavily on targeting students who are predicted to score at, slightly above, or slightly below, the benchmark and working individually with these students on their deficits. However, we believe our drops in math and science are due to a lack of overall practice and providing feedback for students after they simulate testing on ALL sessions.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person

Completing

Action


Utilizing Edgenuity ACT Prep in 11th grade courses. Data Team 12/17-2/18 Edgenuity program Courses with 11th graders

Small group communication regarding ACT data, ACT preparation,

and ACT promotion.

Principal (Garay) AF (Wilson)

12/17-2/18 English III (standard, honors, and AP) courses

Continue to increase teachers’ integration of ACT strategies and

questioning into their curriculum.

API (Romain) PLC Leads

12/17-2/18 Instructional Excellence Team meetings; ACT resources for various subjects


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2/18 Participation percentage of eleventh graders in Edgenuity AP Prep program and self-tracking data increases for individual students who are using Edgenuity and taking multiple assessments.

Students who are not increasing in

individual areas could be referred to the

Data Team for individual support. In the

past, we identified students based on the

Pre-ACT.

2/18

100% of all English III classrooms would have received communication (a presentation) on ACT data, preparation and promotion.

The message will likely need to be slightly different for standard versus AP English III classes.

2/18 100% of our PLCs will have been exposed to at least a fifteen-minute ACT improvement practice that they can integrate in their respective subject on a weekly basis.

Ensuring that our practices are relevant

enough for 9th, 10th, or 12th graders in

classes with mixed grade rosters.


32

Mastery Grading Procedures Plan

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning

environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: PowerSchool Gradebook, MCHS Grading Procedures Plan


data)

· Task

· Task

· Task (PD)

Point Person

(title/name)

Evidence of Success

(Student Impact)

Funding

(estimated

cost /

source)

Personnel

Involved

Timeline

(Start—

End)

· Interim

Dates

1. Common assessments

● At minimum, four common

assessments must be

given each quarter and are

aligned to content

standards.

● Teachers will use Grade

Cam to administer common

PLC Lead

Teachers

Assessments that are

aligned to relevant

standards.

Rigorous, reliable and valid

assessments.

$7,000 for

Grade Cam

(School)

Teachers,

Admins.,

Facilitators

10/27/17

01/19/18

03/28/18

06/08/18


33

assessments

● Common formative

assessments are given on

a weekly basis.

● Common assessments are

reviewed provided to

administrators and

facilitators for review.

● Dates for administering

common assessments are

determined in PLCs and

communicated through a

pacing calendar.

Increase in EOC

proficiency, NCFE

averages, teacher

effectiveness ratings, ACT

scores and Work Key

scores.

2. Data disaggregation

● PD is provided on how to

use GradeCam data

reports within PLCs.

● Data reports from Grade

Cam are discussed in

weekly PLC meetings.

● Teachers use mastery data

PLC Lead

Teachers

Lesson plans developed

around relevant data reports

from Grade Cam

Improved student outcomes

on state assessments.

$7,000 for

GradeCam

(School)

Teachers,

Admins.,

Facilitators

10/27/17

01/19/18

03/28/18

06/08/18


34

to select students for

remediation and after

school

● Student Mastery will be

tracked and monitored

through GradeCam.

3. Flexible grouping

● PLCs will develop lesson

plans that use flexible

groups based on recent

summative or formative

data during scheduled

classes.

● Data from Grade Cam

tracking is used to

designate students for

extended day learning

opportunities in EOCs.

PLC Lead

Teachers,

Graduation

Coach/

Stodghill

Lesson plans reflect

remediation and flexible

grouping strategies.

Reduction in failure rates

due to opportunities to earn

a passing grade on formal

assessments.

$7,000 for

Grade Cam

(School)

Teachers,

Admins.,

Facilitators

10/27/17

01/19/18

03/28/18

06/08/18

4. Additional learning

opportunities

● All teachers, except in the

PLC Lead

Teachers

Teachers focus on what

students are learning rather

than teaching.

None Teachers,

Admins.,

Facilitators

10/27/17

01/19/18


35

Advanced Placement

courses, must provide

students with re-learning

and re-test opportunities for

those that score below a

79%.

● PLCs are responsible for

developing and

communicating a common

re-testing policy and

procedure to students and

parents.

Increase in mastery as

measured by common

assessments and state

assessments.

03/28/18

06/08/18

5. Late and make-up work

● Students must be granted

the opportunity to submit or

complete late and make-up

work.

● Students who do not hand

work in on time due to an

excused absence must

have the opportunity to

receive full credit.

PLC Lead

Teachers

Gradebook Audits

Greater student

accountability to make-up

work.

Reduction in failure rates.

None Teachers 10/27/17

01/19/18

03/28/18

06/08/18


36

● Students who do not hand

work in on time due to an

unexcused absence can

receive less than full credit.

6. Grade reporting

● Grades must be entered

into PowerSchool within the

first 10 days of the quarter.

● Teachers are not permitted

to “close” the gradebook

any sooner than 10 days

before the end of the

quarter

● Grades must be entered

into PowerSchool

gradebook within 10 school

days of the assignment due

date.

● Admins. will monitor

gradebooks.

Principal/Garay

& API/Romain

Technology

Facilitator/

Brenyo

Gradebook Audits

Parents and students are

better informed of student

progress.

Reduced failure rates due to

an increase number of

student demonstrating

mastery.

None Teachers 10/27/17

01/19/18

03/28/18

06/08/18


37

Mallard Creek High School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

● Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

● 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals. ● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.


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