CEC+2011-2012+Action+Plan


 * ** Section 1: Review of 2011-2012 Data. ** ||  ||
 * * // Overall proficiency was slightly up from 96.8% in 2010-11 to **97.74%, but no significant difference** //
 * Overall high growth percentage of **65.2%** was down slightly from 67.92% in 2010-11, **but no real significant difference**
 * 1) // Algebra had a 97.95 proficiency score with a high growth percentage of **81.8%** //
 * 2) // Biology had a 97.14 proficiency score with an expected growth percentage of **58.8%** //
 * 3) // English I had a 97.95% proficiency score with an expected growth percentage of **57.8%** //


 * // Algebra I had 0 students below expected growth, **18** students at expected growth, and 15 above expected growth //
 * // Biology had **5** students below expected growth, **25** students at expected growth, and **5** students above expected growth //
 * // English I had **7** students below expected growth, **30** at expected growth, and **9** students above expected growth //
 * // All students successfully completed Algebra I //
 * // 4th and 5th year senior data in terms of G..P.A’s were slightly up**, but no significant difference** //
 * // Overall school G..P.A. for college courses were slightly down for the 2011-12 school year, **but no significant difference** //

// Section 1 Responses/Trends/Surprises: //
 * // Huge gain in Algebra I academic growth which was a major focus in our action plan. The tremendous jump was due to use of online assessment tool (ClassScapes), teacher increased focus on solving word problems, and continued use of a retired teacher to work with at-risk students one-on-one. However, we were very surprised that no student performed below expectations. //
 * // No real surprises in Biology. We expected a decrease in academic growth because we felt as though the 2010-2011 performance was significantly above normal. //
 * // Proficiency and growth rose slightly in English I. We anticipated this would happen because of the students receiving English instruction twice daily //
 * // The slight increase in 4th and 5th year seniors was also a point of emphasis in our action plan. Our College-Readiness Coordinator help to increase student performance by working with the school’s counselor // ||
 * ** Section 2: Where we stand with North Carolina New Schools Project (NCNSP) Design Principles. ** ||  ||
 * ** Ready for College- (Growing Innovation) ** This will continue to be an area of focus although we did make strides in the right direction this past year. One improvement will be to have our College Readiness Coordinator fulltime in the position with no teaching responsibility. She will be able to provide even more support to students in collaboration with the schools counselor.


 * Powerful Teaching and Learning- (New Paradigm) ** Although there was a slight non-significant decrease in overall academic growth, we feel like we improved in this area most of. Collaborative learning got better across the board in all classes, beginning teachers increased the amount of project and problem-based activities, and teachers engaged in relevant professional development throughout the school year. Improvements in the aforementioned areas along with early detection of at-risk students and the development of Personal Educational Plans, help to sustain high growth as a school, although we lost US History and Civics in our growth model, two courses that had carried us growth-wise in years past.


 * Personalization- (New Paradigm) ** This is an improvement from growing innovation with this design principle. Although some schools may have been ahead of us with Service Learning type activities for students, we engaged in Service Learning this past year and saw tremendous participation with enthusiasm from our students. Also, our English II teacher Mrs. Stacy Miller, who serves as the schools Family Celebration Coordinator, organized celebratory events that improved the overall family atmosphere and camaraderie amongst faculty, staff, and students at the school.


 * Redefine Professionalism- (New Paradigm) ** The major area of focus within this design principle was in terms of our leadership structure. New grade-level team leaders enhanced shared responsibility amongst staff, and newly appointed honorary assistant principal’s help to conduct valuable classroom visits. The new leadership structure enabled us to have fewer full cabinet meetings, but increased grade-level and goal team meetings. The increased collaboration among teachers help to improve overall instruction in the classroom.


 * Purposeful Design- (Growing Innovation) – ** Our junior team of teachers schedule was different from the other grade levels. The three teachers each had an open period which allowed them to take on other responsibilities. Our science teacher who had two preps was able to plan during the open period; our Advance Functions and Modeling teacher was able to pull at-risk students from both our Algebra I and II classes to work with students one on one, and our US History teacher who was also an honorary assistant principal did classroom walkthroughs along with ensuring that appropriate professional development was scheduled and organized. ||  ||
 * ** Section 3: School's strengths and resources. ** ||  ||
 * **//__ Strengths __//**
 * // Technology and operating within a 1:1 learning environment is a major strength //
 * // Teacher collaboration-not only within our school, but also with our sister school, Early College East. We expect more significant improvements in that area. //
 * // Our use of online assessment tool that allows us to collect formative and benchmark data quickly //
 * // A culture of “High Expectations” //
 * // Teacher buy-in to the vision and mission of the school //
 * // Teachers knowledge of problem/project-based learning, use of collaborative learning techniques, and willingness to be innovative and creative in and out of the classroom //
 * // Again, flexibility of the funds we do have //
 * // Stakeholder support continues to be a real strength, especially with the support from the school district and community college // ||  ||
 * ** Section 4: ACTION PLAN - Two Areas of Focus ** ||  ||
 * Area for Study 1: ** Improved Performance of 4th and 5th year seniors
 * Problem Statement: ** Although improved, 4th and 5th year senior seniors continue to perform below expectations when fully immersed in the college-going community.


 * Action Plan:**
 * **Desired Evidence** || **Strategies** || **Timeline** || **Person(s) Responsible** ||
 * Improved G.P.A, better course completion rate, and decrease in the number of D’s and F’s. || * Dedicate College-Readiness Coordinator fulltime
 * Intensify Senior Advisory meetings
 * Improve communication between college instructors and high school faculty
 * Improve communication between 4th/5th year seniors and instructors || Year Long || Kimberly Miller-College-Readiness Coordinator

Jessica McQuaig- School Conselor ||


 * Area for Study 2: ** Academic Growth in Algebra I, Biology, and English II
 * Problem Statement: ** All students are not performing at the expected or above expected growth levels.

All Faculty All Staff ||
 * Action Plan**
 * **Desired Evidence** || **Strategies** || **Timeline** || **Person(s) Responsible** ||
 * Have all students perform at expected growth or above growth expectation level || * Continue identify at-risk students quickly and develop PEP’s
 * Increase the amount of problem/project and inquiry-based learning
 * Emphasize “WRITE” in all classes daily
 * Increase use of collaborative learning techniques
 * Increase collaboration between faculty for improved instructional strategies
 * Successfully integrate Common Core and Essential Standards into daily lesson planning and projects
 * Align appropriate professional development (i.e. continue differentiation) || On-going/Year Long || Daniel Colvin