CEC+2011-2012+Reflection+Narrative


 * Craven Early College School**
 * Reflection**

In response to both quantitative/qualitative data from the 2011-2012 school year, Craven Early College High School faculty and staff will focus on the following areas for improvement for the 2011-2012 school year:


 * Improvement of 4th/5th Academic Performance in College Classes
 * High Academic in Alg. I, Biology, and English II
 * Increase even more the use of problem/project and inquiry-based learning in the classroom

This past school year we saw marginal gains with the academic performance of 4th and 5th year seniors who were exclusively enrolled in college classes. We attributed the increase in academic performance to the work of our College-Readiness Coordinator working in collaboration with our school counselor. However, the College-Readiness Coordinator was only able to spend half of her day attending to support of the 4th and 5th year seniors because she also taught two sections of Civics/Economics. This year our new College-Readiness Coordinator who actually has an extensive background in post-secondary education, will serve in the role fulltime. Some of her goals for working as the College-Readiness Coordinator will include: scheduling regular meetings with college faculty, facilitate better student/college faculty communication, and most importantly, coordinate high school teacher and community college faculty sharing and discussion opportunities.

Last school year highlighted in our school’s action plan that we wanted to improve student academic growth in Algebra I. Trend data from previous years clearly indicated that we were barely accomplishing expected growth, although our proficiency was always extremely high. Through early intervention of at-risk kids, implementation of a Summer Bridge program for incoming freshmen, use of online assessment tool, and the addition of a one-on-one tutor much earlier in the 2011-2012 school year, we were able to manage 81% of our Algebra I students making high growth. None of the schools Algebra I students performed below growth expectations. For the upcoming year, we wish to duplicate many of the strategies in Biology and English II to make academic growth gains in those courses as well.

Lastly, our school since its inception has engaged in problem/project and inquiry-based learning in the classroom. These pedagogical teaching strategies align well with new Common Core and Essential Standards. Therefore, the 2012-2013 school year will see a significant increase in the use of these teaching strategies in all disciplines, with a continued emphasis on what we have termed as “WRITE”, students having the opportunity to write, read, interpret, think, and explain in all classes. Literacy will continue to be a primary focal point for success.


 * Design Principles of Focus: **// College Ready, Purposeful Design, Personalization, Powerful Teaching and Learning, and Redefined Professionalism //