Documente Academic
Documente Profesional
Documente Cultură
STRATEGIC PLAN
& IMPLEMENTATION MAP
2013-2016
Transforming Initiative 1: Create a student growth and 21st Century literacy
centered accountability system that prepares all students to be career and college
ready.
Our students must be prepared to find success in career and college. CCHS staff will develop a
system to measure student growth and foster instructional accountability through literacy centered
strategies and lessons.
Key Staff Members Responsible:
EVAAS
PowerSchool/Home Base
Community Partnerships
ACT Data
PHASE I (YEAR 1)
In Year 1 (2013-2014), we will be successful if we accomplish:
Demonstrate an increase in the number of students who will meet or exceed expected growth on the on
all final exams and EOC by 5%.IA
Demonstrate an increase of 5% in the number of students who achieve proficiency on the CTE post
assessment.
Acknowledge, promote and guarantee fidelity that reading and writing is being taught in all classrooms
and shared with our colleagues across the disciplines through participation through the schools one
read program.
Increase ACT scores
Show growth based on time-lapsed data via portfolio submission in the area of related arts.
STRATEGIES:
Collect EVAAS data on each student to determine past performance and predicted scores.
Attend professional development that instructs teachers on how to systematically collect, disseminate,
disaggregate and analyze data.
Offer SAT/ACT prep to improve student performance on college entrance exams
Develop pre-assessments to determine current functioning levels for each common core objective.
Analyze the predicted score to see what that measure looks like in the classroom.
Differentiate through scaffolding and the use of increasingly more challenging text that a student can
engage independently in order for him/her to succeed to the next level.
Develop both formative and summative assessments throughout courses to measure growth on standards
as well as content.
Read and deconstruct primary source documents, current events, editorials, informational text, technical
manuals and related materials
Use writing-to-learn and learning-to-write lessons throughout our curriculum
Implement ACT whole school initiative such as an ACT Question of the Day in order to promote
awareness of the various components of the test and have specialized tutoring sessions for students to
take advantage of in each of the content areas of Writing, Reading, Math, and Science.
Utilize 1:1 in lesson designs
Use technology when appropriate and as a means to increase student engagement and literacy gains
KEY ACTIVITY
Schedule times for
PLCs to meet and
analyze data and
planning
Schedule Professional
development on
Analyzing data in
EVAAS
Utilize data in 1:1
lesson designs
Implement ACT whole
school Initiative
PERSON(S)
RESPONSIBLE
Principal
TARGET
DATE
August 2013December
2013
ARTIFACTS
Asst. Principal
EVAAS Presenter
Presentations Sign
In/Evaluations
Principal
Teachers
Administrative Team
Teachers
Support Staff
Lesson Plans
Schedule of
Meetings
TOOLS:
Home Base
Common Core Standards
EVAAS
PBIS/RtI Assessment
Curriculum Guides
NC Essential Standards
Teacher and department websites
communication tools
Schoolnet
Administration
Teachers
Guidance
PHASE I (YEAR 1)
In Year 1 (2013-2014), we will be successful if we accomplish:
Create lessons that are geared towards effective core instruction utilizing 1:1 initiative
Update web pages and other communication tools for students/parents (including Parent portal, student
portal, Remind 101, Edmodo, etc.)
School Data Teams create a system and process for tracking data at established intervals
Demonstrate understanding of teacher, student, guidance, and administrative role in implementing RtI
Emphasize mandatory completion of summer assignments by all students enrolled in all honors & AP
courses in which they are assigned.
Develop 4 year plans for students that outline course sequence options in an effort to ensure college and
career pathway completion and meeting high school graduation requirements
STRATEGIES:
Continue, revise and refine departmental policies and expectations as posted on the department website
Revise Late work and plagiarism policies
Complete Honors Implementation
Continue Honor Code and Honor Court
Improve communication with parent whenever the student appears to be at risk
Mandatory required tutoring and zap when student falls below 77%
Continued collaboration between PLC members that teach the same subjects on curriculum, policies,
expectations, and assignment
Offer incentives to students to improve academic performance
Develop a consistency of academic and behavioral expectation and the consequences when expectations
are not met
Begin a Tier I intervention on the student and meet or communicate with guidance, other teachers,
appropriate Assistant Principal, and other members of CCHS to work on a problem solving model and
goal setting statement
Early identification of students to determine proper placement in classes that will enable them to be
successful through a review of cumulative folders, EVAAS data and other teacher recommendation or
auditions.
Parent meeting to acknowledge the rigor of Honors Implementation Goals of the school in Honors and
AP courses.
Work with middle school and high school counselors to create/revise/maintain 4 year plans for students
that properly sequence courses towards the completion of a pathway on the way to high school
graduation
KEY ACTIVITY
Revise/Redefine
Department and
Teacher Website
Begin a Tier I
intervention for
students goal setting
statements
Proper Placement of
students according to
EVAAS
Develop 4 year plans
for success for
students
PERSON(S)
RESPONSIBLE
Teachers
Administrative Staff
TARGET DATE
ARTIFACTS
Website
All Staff
RTI
Documentation of
goals
Guidance
Administration
Teachers
Guidance
Teachers
Cumulative
Folders, Success
in class
Graduation Rate,
college acceptance
rate
Administrative Team
Teachers
TOOLS:
Cumulative folders and EVAAS data
Social and Academic History
504 and RtI process and procedure
Schoolnet
EVAAS data tools training
weekly PLC meetings
PHASE I (YEAR 1)
In Year 1 (2013-2014), we will be successful if we accomplish:
Develop a platform for analyzing data in order to insure in the proper placement of students who are
performing at or below grade level with intentional remediation to help students gain the necessary skills
to be on grade level.
actively participate in aligning the curriculum for college and career readiness
have open communication between home and school as well as within the school
create an upgrade/replacement budget cycle for CTE programs
STRATEGIES:
Analyze EVAAS data for incoming freshman and if needed reorganize staff to offer better solutions for
the below grade level students
Analyze EVAAS data before the semester begins to identify, target and assist the students that
consistently are performing below grade level.
Restructure freshman classes, with possible year- long OPPORTUNITIES TO remedy deficiencies.
Use Power Teacher notes to keep informed.
Locate & collect additional resources for Freshman level classes to have a better implementation of
Honors and Academic Curriculums, Pacing Guides, Lesson Plans and Assessments.
Develop and implement benchmark assessments for all subjects for interim data.
Create additional reading remediation opportunities
Fund and provide professional development opportunities
Propose and facilitate professional develop opportunities for literacy technology , and content to
improve teaching and/or behavior management in the classroom
Create self-interest or group interest PLC where like -minded professionals can meet and create based
on common interest/goals/creativity/motivation/innovativeness/leadership etc.
Utilize Advisory Committees to foster discussions about current programming as well as to strategize
methods for improvement in current programs
Make ourselves available as a resource for our colleagues, especially the new ones
KEY ACTIVITY
Analyze EVAAS
Data
Analysis of
formative
assessments
Professional
Development for
Literacy Technology
ARTIFACTS
Administration
Sign In/Evaluations
Sign In/Evaluations
EOC and NCFinal
Results
WAIVERS
In accordance with a school improvement plan accepted under G.S. 115C-105.27, State funds
allocated for teacher assistants may be transferred for Classroom Teachers in Kindergarten
through third grade OR personnel to serve the whole school.
In accordance with a school improvement plan accepted under G.S. 115C-105.27, State funds
allocated for classroom materials/instructional supplies/equipment may be transferred only for
the purchase of textbooks; or State funds allocated for textbooks may be transferred only for the
purchase of instructional supplies, instructional equipment, or other classroom materials.
_3/5/14___________
DATE
_____________________________
CHAIRMAN, SCHOOL IMPROVEMENT TEAM
____________
DATE
THIS PLAN WAS PRESENTED TO THE STAFF FOR REVIEW AND APPROVAL ON MARCH 5, 2014.
THE RESULTS ARE AS FOLLOWS:
___52____ APPROVE
MET
Biology
NOT MET
English II
NOT MET
Chemistry
NOT MET
Civics
NOT MET
Earth Science
MET
English I
MET
English IV
EXCEEDS
Physical Science
MEETS
Physics
MEETS
US History
EXCEEDS
World History
NOT MET
NOT MET
Health Science
MET
Marketing
NOT MET
Business/Finance
FIELD TESTED
Digital Media
NOT MET
Carpentry
NOT MET
Automotive
MET
MET
Drafting
MET
Acknowledge, promote and guarantee fidelity that reading and writing is being taught in all classrooms
and shared with our colleagues across the disciplines through participation through the schools one
read program. NOT MET
Year 2 Plan
Transforming Initiative 1: Create a student growth and 21st Century literacy
centered accountability system that prepares all students to be career and college
ready.
EVAAS
PowerSchool/Home Base
RtI Problem Solving Data Tracking
Literacy Center/ Peer Writing Tutors
Community Partnerships
ACT Data
PHASE II (YEAR 2)
In Year 2 (2014-2015), we will be successful if we accomplish:
Demonstrate an increase in the number of students who score proficient on all final exams and EOC by
10%.
Demonstrate an increase of 5% in the number of students who score proficient on the CTE post
assessment.
Investigate literacy training for secondary content area staff to promote a better understanding of how to
teach literacy skills across all subjects and courses.
Increase ACT scores to be above the state average.
Show growth based on time-lapsed data via portfolio submission in the area of related arts.
STRATEGIES:
Utilize EVAAS reports on each student and teacher to determine past performance, predicted scores, and
growth status.
Provide professional development that instructs teachers on how to systematically collect, disseminate,
disaggregate and analyze data.
Differentiate instruction through scaffolding and the use of formative assessments to ensure that
curriculum is accessible to all students.
Develop both formative and summative assessments throughout courses to measure growth on standards
as well as content.
Develop common benchmark tests in each course.
Read, Write, and Think in every class every day: to include:Reading and deconstructing primary source
documents, current events, editorials, informational text, technical manuals and related materials.
Use writing-to-learn and learning-to-write lessons throughout our curriculum.
Use technology when appropriate and as a means to increase student engagement and literacy gains.
KEY ACTIVITY
Schedule times for
PLCs to meet and
analyze data and
planning
PERSON(S)
RESPONSIBLE
Principal
Schedule professional
development on
analyzing data in
EVAAS
Disaggregate
discipline, attendance,
academic, and Power
Hour data
Principal
Asst. Principals
Provide professional
development on
formative assessment
Principal
Lead Teachers
Principal
Asst. Principals
Teachers
TARGET
DATE
Weekly PLC
Meetings
September
2014-May
2015
October
2014-May
2015
ARTIFACTS
October
2014-January
2015 &
February
2015-May
2015
January
2015- May
2015
Educators
Handbook Data
PowerSchool
records
Leadership Team
Meeting minutes
Sign-In Sheets
Schedule of
Meetings
Presentations Sign
In/Evaluations
TOOLS:
Home Base
Common Core Standards
EVAAS
PBIS/RtI Assessment
Schoolnet
PHASE II (YEAR 2)
In Year 2 (2014-2015), we will be successful if we accomplish:
School Leadership Team creates a system and process for tracking data at established intervals.
Demonstrate understanding of teacher, student, guidance, and administrative role in implementing RtI.
Develop 4 year plans for students that outline course sequence options in an effort to ensure college and
career pathway completion and meeting high school graduation requirements.
Decrease the number of dropouts from previous year.
Increase enrollment in dual enrollment courses at College of the Albemarle.
Increase school-wide growth as measured by EVAAS.
STRATEGIES:
Mandatory required tutoring when student falls below 77%.
Continued collaboration between PLC members that teach the same subjects on curriculum, policies,
expectations, and assignments.
Offer incentives to students to improve academic performance.
Support the implementation of common instructional practices within classrooms in an effort to
strengthen core instruction.
Utilize data to drive the development of the master schedule (year-long and semester long courses).
Develop a Tier I and Tier II intervention on the student and meet or communicate with guidance, other
teachers, appropriate Assistant Principal, and other members of CCHS to work on a problem solving
model and goal setting statement.
Early identification of students to determine proper placement in classes that will enable them to be
successful through a review of cumulative folders, EVAAS data and other teacher recommendation or
auditions.
Work with middle school and high school counselors to create/revise/maintain 4 year plans for students
that properly sequence courses towards the completion of a pathway on the way to high school
graduation.
KEY ACTIVITY
Continue building
Tier I and Tier II
interventions for
students goal setting
statements
Proper Placement of
students according
to EVAAS,Teacher
Recommendation,
and Student Grades
Develop 4 year plans
for success for
students
Use student
achievement data to
help design the
master schedule;
investigate a hybrid
schedule (yr long &
semester long course
options)
PERSON(S)
RESPONSIBLE
All Staff
RTI
TARGET
DATE
August 2014June 2015
ARTIFACTS
Guidance
Administration
Teachers
January 2015
& June 2015
Guidance
Teachers
Administration
Guidance
Leadership Team
February
2015-July
2015
EVAAS reports
Teacher
Recommendations
Final Grade
Reports
Graduation Rate,
college
acceptance rate
Master Schedule
Documentation of
goals
Administrative Team
Teachers
TOOLS:
Cumulative folders and EVAAS data
Social and Academic History
504 and RtI process and procedure
Schoolnet
EVAAS data tools training
Weekly PLC meetings
PHASE II (YEAR 2)
In Year 2 (2014-2015), we will be successful if we accomplish:
Develop a platform for analyzing data in order to insure in the proper placement of students who are
performing above, at, or below grade level with intentional remediation to help students gain the
necessary skills to be on grade level.
Actively participate in aligning the curriculum for college and career readiness.
Create an upgrade/replacement budget cycle for CTE programs.
Retain 90% of staff as measured by turnover reports.
STRATEGIES:
Analyze EVAAS data for incoming freshman and if needed reorganize staff to offer better solutions for
the below grade level students.
Analyze EVAAS data before the semester begins to identify, target and assist the students that
consistently are performing below grade level.
Restructure master schedule, with possible year- long offerings and semester long offerings.
Locate & collect additional resources for Freshman level classes to have a better implementation of
Honors and Academic Curriculum, Pacing Guides, Lesson Plans and Assessments .
Develop and implement benchmark assessments for all subjects for interim data.
Create additional reading remediation opportunities.
Fund and provide professional development opportunities that align with academic goals.
Propose and facilitate professional develop opportunities for literacy technology , and content to
improve teaching and/or behavior management in the classroom.
Utilize Advisory Committees to foster discussions about current programming as well as to strategize
methods for improvement in current programs.
Make ourselves available as a resource for our colleagues, especially the new ones.
Add advisory component to student registration process.
Use surveys and focus group discussions to support teacher growth needs and activities.
PERSON(S)
RESPONSIBLE
Principal
Teachers
TARGET
DATE
October
2014- May
2015
Administrators
Classroom Teachers
January 2015
and June
2015
Administration
Media Specialist
Instructional
Technologist
Classroom Teachers
ARTIFACTS
EVAAS predicted
score reports
EVAAS teacher
growth reports
EOC and NC Final
Exam Results
Sign In/Evaluations
_RENEE DOWDY_____________
PRINCIPAL
____________
DATE
_____________________________
CHAIRMAN, SCHOOL IMPROVEMENT TEAM
____________
DATE