Alexander Early College€¦ · • Family and stakeholder involvement matter. • Connection to...

Alexander Early College CONTINUOUS SCHOOL IMPROVEMENT PLAN

Submitted: September 2017

ALEXANDER EARLY COLLEGE SIP (2017-2018) �1

The School Improvement Plan has been developed and aligned to the requirements of the following.

Alexander County Schools Board of Education PolicyFederal and State Standards

2017 NC New Schools/ Breakthrough Learning Committee

The following are members of the School Improvement Team as specified by legislation

The SIT is made up of the AEC Staff, AEC Parents, & AEC Students.

Mr. Jason Evans Principal

Mrs. Michaell Ratchford School Counselor

Mrs. DeAnne Robbins Social Studies Teacher

Mrs. Christy Hall Science Teacher

Mrs. Mary Beth Bumgarner English Teacher

Mrs. Melissa Sharpe Math Teacher

Mrs. Crystal Sherrill Data Manager/ Bookkeeper

Mr. Tony Warren Math Teacher

Mrs. Rachelle Cain Math Teacher

Mr. Ashley Bumgarner English Teacher

Mrs. Holly Duckworth Science Teacher

Bonnie Moren Parent

Nicholas Bowman Student (Student Council Rep.)


______________________________________Principal (Mr. Jason Evans)

___________________________________________School Improvement Chair (Mrs. Mary Beth Bumgarner)Mission and Beliefs

Alexander County Public Schools’ Mission Statement:

To educate and empower every student to become a responsible and productive citizen

Alexander County Public Schools’ Vision

ACS will graduate highly-skilled, globally competitive students

Alexander County Public Schools’ Motto

Children First

Alexander County Schools Core Beliefs

We believe a quality public education enhances the lives of all students and communities; therefore,we will...• Ensure student success through shared responsibility among employees, students, parents, and community.• Provide an inviting, safe, and healthy school environment.• Engage students through the utilization of innovative technologies.• Expect and support educational and professional excellence.• Foster life-long literacy across all disciplines.• Establish and nurture a collaborative community by building relationships that promote, welcome, and value education.• Model and promote strong character and personal responsibility.• Recognize, value, and invest in the individual differences of each learner.


Alexander Early College’s Mission Statement:

To create a student-centered, non-traditional learning environment that launches lifelong achievement

Alexander Early College’s Vision:

To create a supportive learning environment in which every student graduates with a high school diploma and is college and career ready to further promote growth in our community.

Alexander Early College’s Beliefs:

To achieve our Vision and Mission, we believe:

• Accepting, nurturing, and safe learning environment maximizes success.• Ownership and empowerment builds student capacity.• Collaborative and challenging instruction enhances engaged and authentic learning.• Multi-faceted support is necessary.• Professional collaboration is student-centered.• Family and stakeholder involvement matter.• Connection to extra-curricular activities sustains community history and tradition.

School Information:

Alexander Early College (AEC) is a new school that serves the students of Alexander County. There are 159 students that attend AEC. The students of AEC are dedicated to the principal of integrity. They are a group that collectively benefits from the Early College experience. A common trait among the students of AEC is that they desire for something greater than the traditional high school experience. Approximately 80% of all AEC students are first generation college students! For them, college is no longer a possibility. It is a reality!


The students of AEC learn from the most innovative and effective teachers in the state of North Carolina. Each student strives to read, write, think, and talk in every class, every day to expand their knowledge and to think on a level that only AEC can offer. The goal of AEC is to create lifelong learners that will someday be leaders in Alexander County.

Alexander Early College will engage students in a college-going culture in a four year program where students will simultaneously earn a high school diploma and an Associate’s Degree in Science or Art (or up to two years transferable college credits). Early College High Schools make higher education more accessible and also help students become more comfortable in an advanced educational environment.

The student centered curriculum will be built upon a collaborative problem solving model. Student discovery will be supported by a teacher who facilitates and provides opportunities for students to build confidence and develop a deep understanding of content. An emphasis will be placed on student communication with rigorous support in communication skills including listening, speaking, reading, and writing.

GOAL STATEMENT:

The strategic goals for the 2017-2018 school year were created based on student achievement data, student attendance data, the technology needs assessment, the professional development survey, and collaboration between parents, students, and staff. Due to the fact that AEC is a new school with no previous data, the goals were developed based on the mission statement, vision, and beliefs of the school. Also, the Early College rubric was discussed and used to identify performance gaps. Approximately 80% of the students that attend AEC are first generation college students. The AEC staff, ACS leadership, and Alexander County community believe that AEC is essential to promoting both economic and social growth in the Alexander County community. AEC has made college a reality for many families in the area. Therefore, the goals outlined in the SIP focus on supporting the students at AEC in their endeavor to become a college educated citizen.

Overview

North Carolina New Schools Design Principles

The North Carolina New Schools partners with local school districts and higher education institutions to help schools become nimble, rigorous and focused institutions that graduate every student prepared for college, careers and life. NC New Schools’ goal is to spark and support deep instructional change by purposefully and dramatically rethinking traditional schools’ organization to promote more effective teaching and learning. Our essential premise is straightforward: to improve public schools everywhere, individual schools must


be encouraged and assisted to invent and implement more effective means of serving students. The successes that these schools achieve must be sustained, their processes supported, and their new structures for success replicated.

Design Principles

Each child in every school is entitled to achieving high academic and affective outcomes. To that end, the following six design principles for NC New Schools’ partner schools are non-negotiable for all involved in leading school transformation:

• Ready for College: NC New Schools’ partner schools are characterized by the pervasive, transparent, and consistent understanding that the school exists for the purpose of preparing all students for college and work. They maintain a common set of high standards for every student to overcome the harmful consequences of tracking and sorting.

• Require Powerful Teaching and Learning: NC New Schools’ partner schools are characterized by the presence of commonly held standards for high quality instructional practice. Teachers in these schools design rigorous instruction that ensures the development of critical thinking, application, and problem solving skills often neglected in traditional settings.

• Personalization: Staff in NC New Schools’ partner schools understand that knowing students well is an essential condition of helping them achieve academically. These schools ensure adults leverage knowledge of students in order to improve student learning.

• Redefine Professionalism: Evident in NC New Schools’ partner schools are the collaborative work orientation of staff, the shared responsibility for decision making, and the commitment to growing the capacity of staff and schools throughout the network.


• Leadership: Staff in NC New Schools’ partner schools work to develop a shared mission for their school and work actively as agents of change, sharing leadership for improved student outcomes in a culture of high expectations for all students.

• Purposeful Design: NC New Schools’ partner schools are designed to create the conditions that ensure the other five design principles: ready for college, powerful teaching and learning, personalization, leadership and redefined professionalism. The organization of time, space, and the allocation of resources ensures that these best practices become common practice.

Design Principles Rubric:

The rubric used to identify the needs at AEC was designed by NC New Schools to encourage continuous improvement with staff, students and stakeholders to become models of innovative practice.

The following are agree upon goals that will support our vision for student achievement.

Goal 1. Vision (Purposeful Design): Purposeful Design of learning environments ensures all Design Principles are deeply rooted in the culture of the school. A commitment to equity, strategic partnerships with internal and external stakeholders, and intentional use of resources and structures enable innovation in all Design Principles and support excellent outcomes for all students.

Goal 1- Support for students: Supports for the affective and academic needs of students effectively address their needs and lead to improved student outcomes including success in rigorous coursework and completion of high school.

Goal 1 Guiding QuestionsHow has the AEC staff intentionally created learning environments where all students feel empowered and supported to meet high expectations? How has the school/ program of choice recruited and selected students from populations that are traditionally underrepresented in higher education? How has the school reached out to communities to be inclusive of all students?


Goal 2. Vision (Modeling Leadership): All school staff share leadership for improved student outcomes. They work actively to create a culture of high expectations for all staff and students. School leaders promote a distributed model of leadership that empowers diverse stakeholders to fully participate in decision-making and ownership of school-wide practices.

Goal 2- Powerful Teaching & Learning: Administrators create and sustain a culture and process for staff to incorporate peer feedback regularly to improve student learning in each classroom.

Goal 2 Guiding QuestionsHow do administrators model behaviors and develop structures that allow school teams to improve student outcomes by empowering staff? How do administrators and staff promote innovation across the district and beyond encouraging others to take risks in meeting student needs?

Goal 3. Vision (Shared Leadership): All school staff share leadership for improved student outcomes. They work actively to create a culture of high expectations for all staff and students. School leaders promote a distributed model of leadership that empowers diverse stakeholders to fully participate in decision-making and ownership of school-wide practices.

Goal 3- Shared Decision Making: Staff take ownership of problem identification, solution generation, decision making and strategy implementation with support and guidance from administrators.

Goal 3 Guiding QuestionsHow has the school implemented structures and processes to ensure all adults assume ownership for the development of new solutions to meet school and individual needs and hold each other accountable to high standards for student success? How does the school provide opportunities for staff to build and demonstrate leadership skills? How do administrators and staff collaborate to systematically collect, analyze and use data to improve structures and processes within the school to support positive student outcomes?

Goal 4. Vision: Knowing students well is essential to helping them achieve academically. Educators build strong relationships with each student and learn about their interests, needs and goals to design personalized learning and supports.

Goal 4- Affective Student Support: Advisories, personal learning plans or other school-wide strategies are used to know and be responsive to students and their affective needs, including their emotional well-being and mindset.


Goal 4 Guiding QuestionsHow does the school intentionally promote, sustain and leverage positive relationships among students, staff and families so that all students feel that the adults in the school know, care about and respect them? What evidence exists to show that school efforts to support the affective needs of students are working?

Goal 5. Vision: Teachers create a culture for learning in the classroom that provides opportunities for all students to engage with the curriculum, to develop understanding of key concepts and to apply learning in authentic contexts.

Goal 5- Integrating Technology for Learning: Teachers create a learning environment in which a variety of technological tools are used by students to demonstrate learning and skill development, such as problem solving, critical thinking and communication skills.

Goal 5 Guiding Questions:How has the school institutionalized a student-centered, aligned instructional system so that students read, write, think and talk to deepen understanding of academic content and core practices within disciplines? What does effective, widespread collaboration look like? In what ways is technology transforming instruction? How do teachers ensure that students consistently engage in deep discourse? What literacy skills are essential for student success? How are students acquiring them? How have students taken ownership of their own and group learning?

School Improvement Plan for 2017-2018


MEASURABLE OBECTIVE

STRATEGY PROGRESS MONITORING TIMELINE OF EVALUATION

RESOURCES NEEDED/ BUDGET

PERSON RESPONSIBLE

Goal 1. The leadership team facilitates professional development and coaching for all staff members on assessments and data sources used to inform decisions

CIHS Goal: Require Powerful Teaching and Learning: NC New Schools’ partner schools are characterized by the presence of commonly held standards for high quality instructional practice. Teachers in these schools design rigorous instruction that ensures the development of critical thinking, application, and problem solving skills often neglected in traditional settings.

ACS Goals:Student Success:Strategies: SS 4.2, SS 4.3, SS 4.4, SS. 4.7, PE 4.4

1. All teachers will participate in the Learning Focused Schools professional development independently

2. Teachers have the option to choose from various PD opportunities offered through NWRESA

3. Teachers will seek professional development opportunities that exist within our region.

Teachers will meet the deadlines for completing the Learning Focused Schools modules that were emailed during the 1st week of school.

All teachers will align one PDP goal with PD opportunities.

Teachers will be expected to share the knowledge gained from professional development with the staff

May 2018 District Professional Development opportunities

Teacher access to Learning Focused Schools modules

Co-worker collaboration

AEC Faculty

ACS support staff

ACS Staff


MEASUREABLE OBJECTIVE



PERSON RESPONSIBLE

Goal 2. Resources available to support MTSS implementation are identified and allocated

CIHS Goal: Personalization: Staff in NC New Schools’ partner schools understand that knowing students well is an essential condition of helping them achieve academically. These schools ensure adults leverage knowledge of students in order to improve student learning.

ACS Goals:Student Success:Strategies: SS 2.1, SS 2.2, SS 2.3, SS 2.6, SS 2.7

1. Implement the strategies outlined in the district MTSS Secondary Education Model (H.S.)

2. Performance gaps will be identified through weekly PLCs, and resources will be discussed and allocated by the AEC staff to support the growth of students.

3. School Counselor will seek professional development to further understand the MTSS process and then share with the AEC staff

1. Evidences will gathered through weekly PLCs. Each grade level will have a separate PLC.

2. Frequent assessment of resources by staff and administrator

May 2018 Resources from ACS to support MTSS @ AEC

Materials that explain the MTSS process at AEC

Presentation of MTSS resources and processes led by AEC leadership.

MTSS professional development initiated through state/ regional professional development

AEC Staff

ACS Staff

AEC School Counselor


MEASUREABLE OBJECTIVE



PERSON RESPONSIBLE

Goal 3.Effective data tools are used appropriately and independently by staff

CIHS Goal: Purposeful Design: NC New Schools’ partner schools are designed to create the conditions that ensure the other five design principles: ready for college, powerful teaching and learning, personalization, leadership and redefined professionalism. The organization of time, space, and the allocation of resources ensures that these best practices become common practice.

ACS Goals:Student Success:Strategies: SS 4.2, PE 1.4

1. Each teacher will track their students through the use of data sheets and portfolios

2. Student led conferences will be used to share student performance data with parents.

3. Staff will identify and implement MTSS strategies as a tool to address student achievement gaps.

4. EVAAS data will be used by all teachers to guide instruction and to identify performance gaps.

1. Students will reflect on their goals after every assessment.

2. An attendance sheet will be kept throughout the school year. Teachers will be on hand during student led conf. to answer questions as they arise.

3. MTSS strategies will be documented through weekly PLC agendas

4. Teachers will analyze EVAAS data for each student and conference with those students that are at-risk as by defined by EVAAS. Teachers will use EVAAS data to compare test scores with the projected scores from EVAAS.

May 2018 EVAAS Training

Portfolios for every student

Crates for each teacher

Hanging files for teachers

Student Data Sheets

Access to EVAAS data

PLC agenda

MTSS powerpoint (overview)

AEC staff

ACS support staff


MEASURABLE OBJECTIVE

STRATEGY PROGRESS MONITORING

TIMELINE OF EVALUATION


PERSON RESPONSIBLE

Goal 4. Data is used to track student tardies, early check outs, and absences. Policies and procedures effective student tardies, attendance, and early-check outs are modified or created to improve student attendance

CIHS Goal:Affective Student Support: Advisories, personal learning plans or other school-wide strategies are used to know and be responsive to students and their affective needs, including their emotional well-being and mindset.

1. SIT votes to adjust current AEC discipline matrix to effectively address student tardies, absences, and early check-outs

2. Students will consistently assigned a consequence for poor attendance (tardies, early check outs, etc.)

3. AEC administration will communicate with the legal guardians the process and procedures regarding attendance at AEC.

1. Weekly attendance reports

2. AEC discipline matrix

3. Silent Lunch sign in sheet

May 2018 N/A AEC StaffAEC Parents


OVERALL SUMMARY OF NEEDS:


The purposeful Design of learning environments ensures all Design Principles are deeply rooted in the culture of the school. A commitment to equity, strategic partnerships with internal and external stakeholders, and intentional use of resources and structures enable innovation in all Design Principles and support excellent outcomes for all students. All school staff share leadership for improved student outcomes. They work actively to create a culture of high expectations for all staff and students. School leaders promote a distributed model of leadership that empowers diverse stakeholders to fully participate in decision-making and ownership of school-wide practices. All school staff share leadership for improved student outcomes. They work actively to create a culture of high expectations for all staff and students. School leaders promote a distributed model of leadership that empowers diverse stakeholders to fully participate in decision-making and ownership of school-wide practices. Knowing students well is essential to helping them achieve academically. Educators build strong relationships with each student and learn about their interests, needs and goals to design personalized learning and supports.

AEC WAIVER REQUEST

ALEXANDER COUNTY SCHOOLSALEXANDER EARLY COLLEGE HIGH SCHOOL

WAIVERS

Identify the law, regulation or policy from which you are seeking an exemption.Waiver requests are related to GS 115C-84.2 School Calendar Bill, SBE Policy HSP-N-000 NC Graduation Requirements

Please state how the waiver will be used.Waivers are used to allow the most effective implementation of the Early College concept by allowing the school calendar to match more closely the community college calendar, to provide transportation of Early College students from their district schools to the community college, allow students to take college courses, some of which will count as high school credit and accelerate their course work to meet high school and college degree requirements.

Please state how the waiver will promote achievement of performance goals.Performance goals for the Early College are very rigorous. Waivers allow students to perform at an accelerated pace while meeting requirements for graduation and earning college credit to complete the four or five-year Early College program.

Alexander County Schools/ Alexander Early CollegeHigh School Waivers: NC Department of Public Instruction

Law or Policy Action Requested Rationale


House Bill 1464 Exempt AEC from starting and ending day mandate

Provides for development of a consistent classroom calendar for AEC students vs. two separate, overlapping calendars allowing no breaks in the school year (at any given time, either HS or CVCC classes are in session; break times for the LEAs and IHE do not correspond)

Allows AEC to coordinate instructional and support services for staff and students with CVCC, maximizing resources for both institutions

Provides flexibility in staggering student start dates, etc., to orient and remediate freshmen and/or at-risk populations without compromising instructional calendar

Removes inherent difficulty in aligning academic calendars of the four participating LEAs

Enables AEC to meet requirements of G.S. 115C-84.2 (school calendar) while meeting other logistical and instructional requirements on the CVCC campus

Aligns AEC operational procedures with regular college procedural patterns, further acclimating students to college atmosphere and culture

Provides enrolled students with summer opportunities, including new student orientation, optional additional or advanced classes in areas of interest, and optional acceleration of 5-year timetable

Eliminates structural and procedural barriers between high school and college methodology

Allows for rethinking traditional high school design


Senate Bill 656

SBE Policy HSP-M-001: “Course for Credit” – Required graduation courses to be taken only on high school campus

Align and articulate NC required courses with CVCC like courses, granting full diploma credit when CVCC courses fully meet NC SCS curricular standards:

HPE 110 and PED 142 = credit for Health & PE

ENG 231 and ENG 232 = credit for English 3

ENG 241 and ENG 242 = credit for English 4

MAT 171 and MAT 172 = credit for 4th HS Math

SPA 111-112-211-212 = credit for Spanish 1-2-3-4 respectively

Facilitates primary curricular objective of Learn and Earn Early College High School program to create “seamless, integrated curricula” between high school and college

Eliminates curricular and instructional redundancy

Streamlines the timeframe for graduation, further advancing Learn and Earn Early College High School program objectives

Maximizes opportunities for implementation of flex scheduling according to individual students’ PEPs, offering a wider range of CVCC options to choose from within the enrollment timeframe

Eliminates patterns of tracking and sorting

Provides greater access to college courses for all students

Allows LEAs to align high school and college courses as they apply to graduation

Facilitates rethinking the design of high school courses of study to better prepare students for college and the workforce

Blends the total experience of the two institutions and eliminates real and perceived boundaries for students

Allows for true collaborative planning and teaching between high school and college instructors


Community College Waivers: NC Community College System

DPI Testing Regulations: Designated LEA Testing Window

Allow separate AEC testing dates, EOC courses only

Allows alignment with AEC/ CVCC academic instructional calendar

Allows school-based support structures to meet students’ developmental needs in timely fashion

Allows for creation of an acceptable testing environment. [Students would be forced to test weeks after the end of relevant instruction, schedule testing at odd times of the day, and test in unfamiliar – possibly non-academic – surroundings if not allowed to test within their own academic instructional calendar.]

NCGS 115D-5(a)

23 NCAC 2D.0201:

Exempt AEC students from tuition requirements while pursuing the community college Associate’s degree

Facilitates AEC program objectives by encouraging and enabling students from minority, low SES, and other disadvantaged backgrounds to participate

Removes economic barriers to participation from students whose families have been hard hit by regional economic downturns, including unemployment

Makes the program continuously attractive to students who show progress and steady achievement, helping to prevent voluntary withdrawal for other reasons

Serves as a major incentive to parents to pursue and eventually support their children in application, enrollment, and the meeting of increasingly high academic and social standards for continued enrollment


23 NCAC 2C.0305(c.) Allow AEC student enrollment (with FTE reimbursement) in developmental courses where necessary to establish prerequisite skill levels for required coursework

Provides additional measures of support for those elements of the diverse AEC student population who may need them

Better facilitates service to student populations more accurately reflective of participating LEA student populations

Recognizes need for all students to be prepared for postsecondary education; eliminates barriers to access

Eliminates traditional patterns of sorting and selecting

Eliminates tendency to group or label students in ways that might have potential to limit expectations for accomplishment

Discourages uninformed premise that participating students must either enter pre-equipped for college-level work or that they must qualify as at-risk, having “fallen through the cracks” prior to acceptance

Facilitates opportunities to design flexible program(s) to meet the needs of a diverse student body


23 NCAC 2C.0305 Allow AEC students to take any college courses in their program of study regardless of their age, provided that they are academically prepared

Fulfills intent of Learn and Earn Early College High School project mission and objectives to create a “seamless, integrated” high school – college learning experience starting with students’ entry into the 9th grade (typically at age 14)

Fulfills site-based intent of SB 1225, 2004 Technical Corrections Act, Section 53

Amends HB 1414 to allow local school administrative units and colleges to agree upon the minimum age of students participating in Learn and Earn projects

Further eliminates barriers between high school and college

Removes obstacles to flexibility and innovation

Assists program efforts to ensure 100% graduation with both high school diploma and college associate’s degree or two years’ transfer credit

Allows AEC to serve all students grades 9-12 or 9-13 in the same location on the campus throughout their entire high school career

Allows time to develop true lasting relationships with adults and peers over course of four- or five-year participation

Allows time for any intensive academic preparation, remediation, and/or additional support as needed by individual students in his/her own familiar academic surroundings and atmosphere

Provides for a “seamless, integrated” program of study

Provides opportunities to personalize each student’s work on both sides of the total program

Removes artificial barriers to college courses unrelated to student academic preparation


NC Funding and Reimbursement Protocol(s): summer enrollment

Grant FTE reim-bursements to CVCC for AEC students taking coursework in the summer sessions

Allows for development of flexible transition programs between traditional high schools and AEC for students who need them

Encourages highly-motivated students to continue with programs of study and/or pursuit of personal academic interests, thereby increasing level of personal and academic maturity and responsibility, making total program experience more successful

Allows opportunities and incentives for students who fall behind in program of study requirements to catch up

Provides opportunities for remediation and academic coaching in an educational environment unencumbered by regular-year time and/or space constraints


NCCCS Admissions and Enrollment Policies:

a) courses scheduled for the primary purpose of enrolling college students

b) high school student displacement of adults, priority enrollment = 20% class enrollment cap

Exempt AEC students from these limitations

Recognizes and acknowledges fundamental premise behind Learn and Earn Early College High School project: all students have need and deserve to pursue both high school diploma and postsecondary education

Removes barriers to AEC students access to all needed courses

Provides local college flexibility in creation of schedules that accommodate needs of both adult learners and AEC students

Raises level of academic rigor for AEC students

Fulfills Learn and Earn Early College High School project objectives: allows students to receive high school diploma and collegecredit at no cost to student; allows students to enter workforce as highly-skilled workers; provides 2 years’ college transfer credit to high school students at no cost and makes a bachelor’s degree a realistic and attainable goal; Eliminates barriers which might prevent AEC students access to upper level courses when sections are limited


CA-1 SBE Waiver ID

Waive requirements of

115C-84.2

Waive requirements of 115C-84.2

(“Calendar Bill”), regulating the

opening and ending dates of the

public school instructional

calendar.

Automatic exemption appliesonly to schools operating onthe campus of a community

college or university; all othersmust request waiver.

P-1 SBE Waiver ID

Waive requirements of seven paid

staff members and/or one hundred

students to qualify for state

support for a principal, paid at

level three.

Allowed for 1st year only; afterthe first year, programs without seven paid staff and 100

students must supportprincipals using local funds

NC General Statutes Section

115c-301(c) Maximum Class Size

Waive requirements according to NC General Statute Section 115C-301(c)- Maximum Class

Size

- Will allow flexibility to ad hoc grouping in both skill and content areas.

- - Diminishes the possibility of whole-school reorganization if student enrollment is significantly higher than student projections.

NC General Statutes Section 115-301

(d)

Waive requirements according to the maximum teaching load

- Will allow for more effective use of staffing, focusing on individual strengths of the faculty/ staff

- - More effective teaching/ learning will occur as schools are able to operate the master schedule with fluidity, moving students in and out of

skill groups as assessment indicates.


CU-1SBE Waiver ID

Allow student to meet graduation requirements by

substituting a college-level course for an approved high

school course, as appropriate. This includes permitting

multi-course sequences to meet requirements, and

includes all core curriculum areas and foreign languages.

School must specify in their application the high school course(s) to be replaced and the associated college-level course for which credit will be

given. Students must pass the college-level course. Students must pass the EOC exam only when the EOC is part of the high school exit requirement

CU-2SBE Waiver ID

G.S. 15c NC administrative code

subchapter 6D-Instruction section.001 (“Seat Time”)

Allow school flexibility to vary the 135/150 clock hour requirements for awarding a unit of credit based on student performance.

TST-1SBE Waiver ID

Allow Early College H.S. student to test out of

required high school courses by taking and passing End-of-

Course Test

Student must score at the 70th percentile or higher on the EOC to obtain the exemption.

TST-2SBE Waiver ID

Allow Early College H.S. students to test out of

required non-EOC high school courses by scoring 85 or higher on requisite final

exams.

Students must score at least an 85 on the course final exam.


Note: Alexander Early College employs all of the standard waivers of North Carolina for the Cooperative Innovation Act High Schools.

TD- TIMS Audit Regulations: Efficiency

Ratings(Exempt AEC

buses from efficiency rating formulae for participating LEA)

Allow exemption for Early College H.S. buses

- Allows Alexander Early College (AEC) buses to serve the entire LEA area, long routes w/ small ridership, without incurring financial

penalties to the participating LEA (Alexander County Schools)- - Eliminates LEA disincentive to provide transportation and thereby

fulfill objectives for diversity and target populations.- - Removes possibility of negative impact on district’s efficiency

rating resulting in loss of or decrease in State transportation funding.- - Allows AEC to eat. bus routes and assign riders and stops based

on both need and physical address within the participating areas.

State licensure guidelines and NCLB

“High Quality” licensure regulations

Allow college instructors (who meet IHE requirements to teach) and

high school teachers licensed in their curricular areas to teach in assigned areas on

reciprocal sides of the program of study)

- Recognizes rigor of academic preparation of College instructors- - Recognizes rigor of academic preparation of high school teachers

in their licensure areas.- - Removes barriers of student access to high school or college

courses due to scheduling constraints based on availability of instructors- - Facilitates smooth, seamless movement of students through the

program of study on both sides.- - Facilitates non-traditional faculty departments to favor and

support interdisciplinary practices and structures.


___________________________________________Principal Date

___________________________________________Superintendent Date


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