LEA or Charter Name/Number: Guilford County Schools - 410 ...Target SMART* Goal: By 2011, Weaver...

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s):

Date Prepared:

Committee Position* Committee Position*

Principal

Assistant Principal Representative

Teacher Representative




Parent Representative

Parent Representative

Student Representative

Student Representative

Inst. Support Representative

Support Staff Representative

* Add to list as needed. Each group may have more than one representative.

Deborah Chesnutt

Holly Barefoot

Name

Johncarlos M. Miller

Keith Taylor

Date

Kris Martini

Lynda Short

Tyler Fisher

Halle Sinnott

Tresha Layne

Name

Cystal Schicker

Richard Loftis

Principal Signature:Johncarlos M. Miller 8/27/2010

Guilford County Schools - 410

Jan Ertzberger

Local Board Approval Signature:

Date

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.”

Weaver Education Center 410-589

2010-12

Weaver Education Center - Cover Sheet Guilford County Schools

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

State Board of Education Goals – Future-Ready Students for the 21st

Century

Goal 1 – North Carolina public schools will produce globally competitive students.

Goal 2 – North Carolina public schools will be led by 21st Century professionals.

Goal 3 – North Carolina Public School students will be healthy and responsible.

Weaver Education Center - SBE Goals Guilford County Schools

Supports State Board of Education Goal: Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

GCS Strategic Plan 2012: Area VIII - Clear Baseline and Equitable Standards


GCS Strategic Plan 2012: Area VI - Optimal Operations


GCS Strategic Plan 2012: Area VII - Transformational Technology

Supports State Board of Education Goal:

GCS Strategic Plan 2012:



Goal 3 – North Carolina Public School students will be healthy and responsible.



Area V - Safe Schools & Character Development


Area IV - Respectful and Responsive Service


Area III - Strategic Human Resource Management

To download a short version of the Guilford County Schools (GCS) Strategic Plan 2012, go to http://www.gcsnc.com/superintendent/pdf/shortplan.pdf.

To download a complete version of the Guilford County Schools Strategic Plan 2012, go to http://www.gcsnc.com/superintendent/pdf/StrategicPlan-Final%20-

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Area I - Improve Academic Achievement

Guilford County Schools Strategic Plan 2012



GCS Strategic Plan 2012: Area II - Supportive Family and Community Involvement


Goal 1 – North Carolina public schools will produce globally competitive students.

Weaver Education Center - GCS Strategic Plan Guilford County Schools

http://www.gcsnc.com/superintendent/pdf/shortplan.pdf





http://www.gcsnc.com/superintendent/pdf/StrategicPlan-Final - Single Pages.pdf



North Carolina Teacher Working Conditions Survey results: (http://ncteachingconditions.org)

School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.org/research/dropout/reports)

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced

faculty (http://www.ncreportcards.org and locally-maintained data)

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions,

The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be

downloaded as a single document or in each of its three sections. Find this document at

http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)

Healthy Active Children Initiative (http://www.nchealthyschools.org)

Special Education Continuous Improvement Plan

Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)

District Data: (www.gcsnc.com)

School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school

placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.org/research/discipline/reports)

Title I AYP (http://ayp.ncpublicschools.org)

End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting - Click on State Testing Results [Green Book])

School Report Card results: (www.ncreportcards.org)

Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.

Examine data from such areas as:

Recommended Data Sources for Analysis by School Improvement Teams

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their

assignments most effectively address identified school improvement plan priority goals. Number and percentage of teachers Non-HQT (www.ncreportcards.org -

Choose county, school, and click on Quality Teachers tab)

End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting - Click on State Testing Results [Green Book])

Weaver Education Center - Recommended Data Sources Guilford County Schools

http://ncteachingconditions.org/




http://www.ncpublicschools.org/research/dropout/reports




http://www.ncreportcards.org/











http://www.nchealthyschools.org/




http://ncreadyschools.org/




http://www.gcsnc.com/

http://www.gcsnc.com/

http://www.ncpublicschools.org/research/discipline/reports





http://ayp.ncpublicschools.org/




http://www.ncpublicschools.org/accountability/reporting


















Vision:

Mission:

School Vision and Mission Statements

Weaver Academy will develop and prepare independent learners and responsible citizens through strong academics and the passionate pursuit of the

arts and career technical education.

Weaver Academy will educate and nurture all students through strong academic programs and the passionate pursuit of the arts and advanced

technology.

Weaver Education Center - Vision and Mission Statements Guilford County Schools

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority

areas for improvement.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group

performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from

walk-throughs/observations as well as data).

1. What does the analysis tell you about your schools strengths?

The school's performance composite increased from 88.6 to 98.1 which earned the title of Honor School of Excellence Distinction. The

school met high growth as measured by the state's ABC tests. The school met 9 of 9 targets for Adequately Yearly Progress. Student's

regularly attend class at a rate of 98% and the school graduated 100% of its first senior class. The NC Teacher Working Conditions

Survey reflected an increase in the rating of "In this school we take steps to solve problems" from 78.4% to 90.2%. The NCTWCS also

showed an increase of two percentage points in the rating of faculty working in a safe environment.

2. What does the analysis tell you about your schools gaps or opportunities for improvement?

Weaver met the Adequate Yearly Progress (AYP) proficiency goal in both Math and Reading but we need to work to increase the

numbers of our students who attend tutorials each week. Particularly in the area of CTE, many students who need the help do not have

the means to return to Weaver from their home schools in the afternoon. These students represent a percentage of students who do

not meet proficiency on their standardized tests. The ultimate goal for Weaver is to accomplish 100% proficiency and high growth in all

tested areas. The proficiency rate for the End of Course (EOC) Tests are as follows: Algebra I at 90.0%, Algebra II at 100%, Geometry

at 91.6%, Biology at 100%, English 9 at 100%, Civics and Economics at 98.7%, and US History at 98.3%. We can increase our AP

composite performance by at least 4%.

Weaver Education Center - School Data and Summary Analysis Guilford County Schools

School Data and Summary Analysis

Priority Goal 3: By 2012, Weaver Academy will increase passing AP Exam scores by 4% from 76.1% to 80.1%.

Priority Goal 1: By 2012, Weaver Academy will maintain high growth and Honor School of Excellence status by increasing our EOC

performance composite by 2% from 98% to 100%.

3. What data is missing, and how will you go about collecting this information for future use?

Missing data: Why are we not at 100% proficiency in all tested areas? Is there a mixture of PVA and CTE students that were not

proficient or do students come from one particular area? We will disaggregate our EOC test results and AYP proficiency scores to

examine and monitor students who have not met projected growth or are behind their counterparts. How are these same students

performing on Benchmark tests and common assessments compared to other target areas? We need to determine specific standards

within each EOC area in which students need improved proficiency and monitor growth and proficiency of the students.

4. Based upon the analysis conducted, what 2-4 priority goals emerge for the school? (Cite relevant evidence from your analysis to

support these priorities.)

Priority Goal 2: By 2012, Weaver Academy will achieve high growth status by increasing the CTE-EOC performance composite by 5%

from 70% to 75%.

Weaver Education Center - School Data and Summary Analysis Guilford County Schools

2 Use the Guilford County Schools early release days for STARS team members to deliver the strategies to teachers.

Priority Goal 1 and Associated Strategies

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1: Strategy: Monitor student progress on assessments, creating additional opportunities for re-teaching and student

learning.

Overall SMART* Goal:By 2012, Weaver Academy will maintain high growth and Honor School of Excellence status by increasing

EOC composite performance by 2% from 98% to 100%.

Supports this Area of the

GCS Strategic Plan: Area I - Improve Academic Achievement

*Specific, Measurable, Attainable/Aligned, Results-Oriented, and Timebound

4 Reteach and reassess the unmastered objectives

5 Provide additional assistance for students via morning, lunch, or afternoon tutorials.

Action steps:

1 Meet with the STARS Team to determine the roll-out plan for delivering the high yield strategies.

Action Steps:

1 Use both district and teacher-made formative and summative assessments for subject areas.

2 Give the assessments to students and analyze the corresponding data

3 Monitor the areas of deficiency for students and identify those objectives needing to be retaught and reassessed.

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Area for improvement and supporting data (refer to #4 of School Data and Summary Analysis):

Target SMART* Goal: By 2011, Weaver Academy will increase the performance composite by 1% from 98.1% to 99.1%.

Strategy 2: Strategy: Begin school-wide staff develop centered around effective use of High Yield best practices for improving

student achievement.

Weaver Education Center - Priority Goal 1 Guilford County Schools

Priority Goal 1 and Associated StrategiesP

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Review frequency:

QUARTER 1: We will use teacher interim reports that will be sent twice per quarter. Quarterly report cards will be reviewed as well. We will also

disaggregate all assessment data to determine if the same deficiencies persist for students after Marzano strategies have been implemented.

Quarterly

Assigned implementation team:

3 STARS team members will model the teaching strategies that support student success.

QUARTER 1: Early release sign in sheets, informal and formal observations, department meeting minutes, etc.

QUARTER 2: We will continue using Qtr. 1 data; however, we will begin to utilize Achievement series item analysis and item banks within our tested

areas. Professional development rosters will depict staff who have been a part of the High Yield strategy trainings that we've begun at Weaver.

QUARTER 3: We will use Qtr. 2 data from formative and summative assessments. Core curriculum PLCs will continue with discussions about

increased use of achievement series. Formal and informal observations will be used as well.

QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative

data as appropriate.)

QUARTER 2: We will continue monitoring interim reports and report cards. We will also utilize data obtained from the spreadsheet reviews that began

this quarter.

QUARTER 3: We will use 1st semester EOC and Qtr. 3 benchmark data to facilitate individualized interventions/remediations for struggling students,

particularly in math.

QUARTER 4:

4 Staff will implement high yield best practices in the classroom.

What data will be used to determine whether the strategies were deployed with fidelity?

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Strategy 2:

5 Monitor the implementation and effect of high yield strategies on our teacher and student success.

6 Evaluate the success of staff development and make modifications as necessary.



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QUARTER 4:

QUARTER 3:

QUARTER 4:

Based upon identified results, should/how should strategies be changed?

QUARTER 1: We should move forward with implementing high yield strategies in our classrooms. Several teachers have found that they have been

using some level of the strategies in the classes.

QUARTER 2: Increase use of achievement series, particularly in the math department. Weekly math PLCs will proceed to discuss best practices and

strategies for teachers and students. Continue our partnership with the High School Curriculum department in addition to the GCS Student

Accountability Office.QUARTER 3:

QUARTER 2: We celebrated the 1st semester success of our English, social studies, and science departments; however, math proved to be an area

for improvement. Math performance certainly could have been worse, we are confident in the department's ability to increase student performance 2nd

semester.

What does data show regarding the results of the implemented strategies?

QUARTER 1: Our data reflects that our students are on track to meet our SIP goals despite being in the fledgling stages of high yield strategy

implementation. We also need to provide additional support to our Algebra I teacher to meet our SIP goals.

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Review frequency:



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Target SMART* Goal: By 2011, Weaver Academy will increase the CTE-EOC performance composite by 3% from 68.5% to 71.5%.


Overall SMART* Goal:By 2012, Weaver Academy will achieve high growth status by increasing the CTE-EOC performance

composite by 6.5% from 68.5% to 75%.


GCS Strategic Plan: Area I - Improve Academic Achievement

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Strategy 1: Strategy: CTE staff will meet twice each month to report on the effectiveness of the high yield strategies that they

will learn.

Action Steps:

1 CTE teachers will model the strategies that they have used to increase student proficiency.

2 CTE teachers will maintain data to support the use of their strategies and the translation to student success.

3 CTE teachers will modify teaching strategies to meet the needs of their students if the data warrants it.

Strategy 2: Strategy: CTE teachers will meet twice per month to develop plans that recruit and enhance the CTE experience for

GCS students.

Action steps:

1 CTE teachers will coordinate with the CDCs to create talking points list for CTE recruitment.

2 CTE teachers will communicate with parents regarding children's success and invite parents to shadow their children in

class.

3 CTE teachers and current CTE students will hold exhibitions for other district students to recruit them to the program.

Quarterly




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QUARTER 4:

QUARTER 1: The talking points collaborated on with CTE teachers and CDCs (career development coordinator) has been created. CDCs have begun

middle school recruitment campaigns to generate more interest in Weaver CTE programming.

QUARTER 2: Our CDCs have generated interest during middle and high school career fairs and curriculum nights. Contact infomratin for prosepective

students has been brought back for follow ups with those parents and students regarding CTE programming.

QUARTER 3:

QUARTER 4:

What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Models from the exhibits used in middle school recruitments. CDCs wil return interest surveys from middle school recruitments. Parent

contact logs reflecting communications of success and/or need for contracts for our students.

QUARTER 2: Comprehensive, collaborative project entitled "Weaverville" to be constructed and utilized during middle and high school visits. The CDC

calendars of events will also be used.

QUARTER 3:

QUARTER 4:


data as appropriate.)QUARTER 1: We will investigate the use of the achievement series equivalent for our CTE classes. Each teacher will be expected to utilize the

system to direct their classroom instruction.

QUARTER 2: We will use our spreadsheet reviews to gather concerns about strugglins students. Weaver CDCs will maintain consistent contact with

home schools regarding student performance. Weaver administration will assist with advising home school administration.

QUARTER 3:


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QUARTER 1: Make sure all middle school counseling offices are aware of the CTE course offerings. Provide all middle schools and high school

counseling offices with the talking points generated by the CDCs and our teachers.

QUARTER 2: Continue to make CTE offerings known throughout GCS via middle and high school Weaver CTE tours. All CTE teachers will participate

in the GCS CTE Showcase hosted at our site to recruit for their programs. Increase CTE visibility through GCS Parent Academy.

QUARTER 3:

QUARTER 4:


Review frequency: Quarterly


4 Parents will receive AP teachers contact information (email, phone extensions, etc.) for additional questions or concerns.

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Strategy 1: Strategy: Weaver Academy will host AP parent nights for current and rising AP students.

Action Steps:

1 The administration, in collaboration with AP teachers, will hold 2 AP parent meetings. One in the Fall for current AP

students and one in the spring for aspiring AP students.

2 Parents will be given course syllabi and expectations for the AP courses will be discussed.

3 Current AP students will provide testimonials of their experiences in various AP classes and describe skills necessary for

successful completion of the course.

5 All parents will be assured that all AP teachers have been AP trained.


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Overall SMART* Goal: By 2012, Weaver Academy will increase passing AP Exam scores by 4% from 76.1% to 80.1%.


GCS Strategic Plan:

By 2011, Weaver Academy will increase passing AP exam scores by 2% from 76.1% to 78.1%.



Area I - Improve Academic Achievement

Target SMART* Goal:



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QUARTER 4:


data as appropriate.)QUARTER 1: Increased enrollment in AP classes and increased AP passing score reports

QUARTER 2: Assessment results and continued attendance logs for parents and students.

QUARTER 3: For AP courses beginning second semester, attendance logs for parents and students; parent contact documentation from teachers.

QUARTER 4:

QUARTER 2: We will utilize our spread sheet reviews at interims and report cards to determine the success of our students.

QUARTER 3: Continue to use assessments and review outcomes with students. Create evaluation tool that gives teachers feedback from students as

to what is effective for them.

QUARTER 2: It identifies students who are on-track and achieving, as well as students who need continued support for growth. Continues to identify

students who are below, at or above performance.

QUARTER 3:

QUARTER 4:


What data will be used to determine whether the strategies were deployed with fidelity?QUARTER 1: Attendance logs for parents and students; parent contact documentation from teachers

QUARTER 1: Teachers feel confident that their students are on track for successful passing of the AP exam as long as they continue to show

progression in their work. They equally report that our students will meet the set SIP goal.



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QUARTER 1: We will continue on our present course.

QUARTER 2: Continue AP parent meetings for ongoing dialogue that incorporate student feedback from former AP students now in college. Record

tutorial attendance.

QUARTER 3: Parent/student/teacher conferences that allow feedback from all stakeholders.

QUARTER 4:


Character Development Plan

Area for Improvement:

Expand character development strategies to create learning opportunities that address the whole child.

Overall SMART* Goal:By June 2012, 100% of students will engage in civic education, character education and service learning

through curriculum integration.

Supports this Area of

the GCS Strategic Plan:

Target SMART* Goal:By June 2011, at least 50% of students will engage in civic education, character education and service

learning through curriculum integration.

Improvement Strategies – Identify research-based strategies whenever possible.

Area V - Safe Schools and Character Development


1 The administration will provide opportunities for teachers to plan and collaborate development of lessons that help to

develop student’s character.

2 The administration and teachers will recognize students and staff who exhibit outstanding behavior related to the

character trait of the month on a monthly basis.

3 Teachers will highlight people who have exhibited positive character through literacy examples to the students.

Strategy: Implement school-wide and classroom-level activities to support the monthly district character traits.

Action Steps:

4 Students will develop videos to highlight character traits of the month and the expected behaviors.

5 Guest speakers highlight the GCS character trait that has been most important to their success in life.

Strategy 1:

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Weaver Education Center - Character Development Plan Guilford County Schools

Character Development PlanP

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Review frequency:

Strategy 2: Strategy: Provide opportunities for students to build and use citizenship skills.

Action Steps:

1. The administration will provide opportunities for teachers to plan, collaborate and develop lessons that will help to

develop students’ citizenship skills.

2 The Student Council Advisor will provide additional training for Student Council Officers to focus on the responsibilities

of elected officials.

3 Teachers will bring in elected officials to serve as guest speakers.

4 Students will take a field trip to the Civil Rights Museum.

Strategy 3: Strategy: Provide opportunities for students to participate in service learning.

Action Steps:

1 The administration will provide opportunities for teachers to receive training in service learning.

2 Students will participate in one service learning thematic unit during the 2010-11 school year.

3 Build new community partnerships to support service learning.

4 Teachers will host a showcase night to highlight their students' service learning experiences.

5 Science classes will implement a school-wide, year-long recycling program.

Quarterly



QUARTER 1: Meeting logs and agendas.

QUARTER 2: We will continue with Qtr. 1 strategies.

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Character Development PlanP

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QUARTER 3: We will provide Service Learning training to all staff via our Character Development champion. Select students will participate in the

Harvard Model Congress to provide opportunity for positive citizenship development and report back to school mates.

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and

summative data as appropriate.)

QUARTER 1: Formal and informal meetings with staff and students.

QUARTER 2: We will continue with Qtr. 1 strategies.

QUARTER 3: We will continue with Qtr. 1 strategies. In addition, we will monitor school-wide discipline data, namely any teacher-assigned

detentions to students.

QUARTER 4:

QUARTER 4:


QUARTER 4:

QUARTER 1: We have not had the overall participation that we would like to see. We have identified some students for their positive contributions

and character on Weaver's campus. We have not done as much recognition within our staff.

QUARTER 2: We have continued to recognize students via The Buzz, our weekly school-wide publication. In addition, we have implemented

"Weavies" to be more intentional with staff recognitions for their positive contributions outside the classroom.

QUARTER 3:

QUARTER 4:


QUARTER 1: Implement bi weekly or monthly meetings with the character education champion on campus to monitor progress dfor student's

involvement. Recognize our staff as well as student for positive character traits.

Ac

t QUARTER 2: Continue with Weavies for staff recognitions and expand campus-wide service learning to additional PVA and CTE departments.

QUARTER 3:

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Strategy: Implement school-wide and classroom-level activities to support the monthly district character traits.

Character Development Goal and Associated Strategies

Overall SMART* Goal:By June 2012, 100% of students will engage in civic education, character education and service learning through

curriculum integration.

Target SMART* Goal:By June 2011, at least 50% of students will engage in civic education, character education and service learning

through curriculum integration.

Strategy: CTE staff will meet twice each month to report on the effectiveness of the high yield strategies that they will learn.

Strategy: CTE teachers will meet twice per month to develop plans that recruit and enhance the CTE experience for GCS students.

Goal 3 and Associated Strategies

Overall SMART* Goal: By 2012, Weaver Academy will increase passing AP Exam scores by 4% from 76.1% to 80.1%.

Target SMART* Goal: By 2011, Weaver Academy will increase passing AP exam scores by 2% from 76.1% to 78.1%.

Strategy: Weaver Academy will host AP parent nights for current and rising AP students.

Target SMART* Goal: By 2011, Weaver Academy will increase the CTE-EOC performance composite by 3% from 68.5% to 71.5%.

Goal Summary

Overall SMART* Goal:By 2012, Weaver Academy will maintain high growth and Honor School of Excellence status by increasing EOC

composite performance by 2% from 98% to 100%.

Target SMART* Goal: By 2011, Weaver Academy will increase the performance composite by 1% from 98.1% to 99.1%.

Strategy: Monitor student progress on assessments, creating additional opportunities for re-teaching and student learning.



Strategy: Begin school-wide staff develop centered around effective use of High Yield best practices for improving student achievement.

Overall SMART* Goal:By 2012, Weaver Academy will achieve high growth status by increasing the CTE-EOC performance composite by

6.5% from 68.5% to 75%.

Weaver Education Center - Goal Summary Guilford County Schools

Strategy: Provide opportunities for students to build and use citizenship skills.

Strategy: Provide opportunities for students to participate in service learning.

Weaver Education Center - Goal Summary Guilford County Schools

Safe School Plan

Pursuant to General Statute § 115C-105.47, this Safe School Plan provides required information regarding roles and

responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly

school.

Name and role of person(s)

responsible for implementing this plan:Johncarlos M. Miller, Principal

Statement of Responsibility for the School Principal

Pursuant to General Statute § 115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students

at-risk of academic failure or are engaging in disruptive or disorderly behavior, or both.

In order to assess student needs, information related to discipline and academic achievement is collected and reviewed regularly

including grades, discipline reports, surveys, dropout data, end of grade and end of course scores. The school system relies on

these and several other sources to develop services based upon information gained from various needs assessments, i.e.,

Positive Behavior Intervention Support (PBIS), Personalized Education Plan (PEP), counseling and social work referrals.

The Intervention Support Team (IST), whose make-up represents the diversity of the school community, works with classroom

teachers to identify students at risk of academic failure or disruptive behavior. The ISTs use a six-step process in responding to

referrals of at-risk students:

Services for At-risk Students

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

In accordance with General Statute § 115C-105.47 (b)(4), other school personnel will participate in the development and

implementation of the safe school plan. Other school personnel will report to the principal any acts of violence, bullying or

alcohol/drug offenses, serve as a role model (in preparedness and good character), and confer with student services staff when

necessary to maintain a safe, secure and orderly school environment. Disciplinary action of other school personnel will be the

responsibility of the principal.

In accordance with General Statute § 115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and

maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting

appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously

disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive

students. Disciplinary action of principals will be the responsibility of the regional superintendent and ultimately the

superintendent.

receive and investigate referral,

Weaver Education Center - Safe School Plan (2010-12) Guilford County Schools

Safe School Plan

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

understanding and recognizing the cultural and ethnic diversity of the student population;

systemic observations of the students;

conferences with students and/or parents;

consultation with teachers and others who work with students;

training for designated school staff in verbal de-escalation strategies and acceptable physical intervention

techniques; and

review of attendance and discipline referral reports

consultation with appropriate community agencies;

review/request medical and social histories including home visits.

Pursuant to General Statute § 115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and

disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving

academically and modifying their behavior, and for removing them from classrooms when necessary.

review screening data and close case.

School staff will be provided clear guidelines regarding the use of reasonable force permissible by NC Public Schools and follow

Use of Seclusion and Restraint guidelines as outlined in North Carolina House Bill 1032 and Guilford County Board of Education

policy (http://www.gcsnc.com/policies/admin_policy/jd_eff10_10_06.htm). In order to assess student needs, the following

strategies will be implemented:

assess outcomes of intervention plan and determine if screening is needed,

conduct screening if needed, and

(SPECIFY ANY ADDITIONAL PROCEDURES BEING USED AT YOUR SCHOOL TO IDENTIFY AND SERVE THE NEEDS OF

STUDENTS AT-RISK OF ACADEMIC FAILURE OR WHO A35ARE ENGAGING IN DISRUPTIVE OR DISORDERLY

BEHAVIOR, OR BOTH)

receive and investigate referral,

review data and determine if intervention plan is needed,

develop intervention plan if needed,

review of student records, grades, current school work, and other existing data;

review of assessment results such as informal reading and math inventories, criterion referenced tests, Instructional

Management System assessments, End-of-Grade (EOG)/End-of-Course (EOC) tests, etc.;


Safe School Plan

11.

12.

1.

2.

3.

4.

5.

Reduce OSS days by 10%

Mel-Burton School Structured Day Program, coordinated by the Guilford County Youth Focus Program, employing

GCS teachers,

Pursuant to General Statute § 115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative

school or an alternative learning program.

In accordance with General Statute § 115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order

are in place. (Copy as needed depending upon number of goals.)

Target SMART* Goal:

Overall SMART* Goal: Reduce the number of Out-of-school suspensions.

Supports this Area of

the GCS Strategic Plan:

(SPECIFY ANY ADDITIONAL MECHANISMS USED AT YOUR SCHOOL FOR ASSESSING THE NEEDS OF DISRUPTIVE

AND DISORDERLY STUDENTS WHO ARE AT RISK OF ACADEMIC FAILURE, PROVIDING THESE STUDENTS WITH

SERVICES TO ASSIST THEM IN ACHIEVING ACADEMICALLY AND MODIFYING THEIR BEHAVIOR, AND FOR REMOVING

THEM FROM CLASSROOMS WHEN NECESSARY.)

Area V - Safe Schools & Character Development

Guilford County Juvenile Detention Center, under the supervision of the Guilford County Juvenile Courts, employing

GCS teachers, and

A continuum of intervention programs are provided including behavior improvement classes, in-school suspension, Twilight

School (and intervention for seniors within 9 credits of graduation), and SCALE (School Community Alternative Learning

Environment) which includes the following components: (DELETE PROGRAMS NOT APPLICABLE FOR YOUR SCHOOL)


Community Service Works Alternative Education Program.

(SPECIFY ANY ADDITIONAL ALTERNATIVE LEARNING ENVIRONMENTS PROVIDED FOR YOUR STUDENTS.)


Safe School Plan

Review frequency:

2 Obtain incentives and rewards

QUARTER 1: Reduction in number of OSS/ISS days.

QUARTER 4:

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and

Quarterly

Assigned implementation team: Assistant principals, principal, teachers, parents


QUARTER 1: Discipline referrals, log of parent contacts, agendas of staff development.

QUARTER 2:

QUARTER 3:

Strategy 2 Strategy: Communicate with students

Action steps:

3 Provide professional development in AFL (Assessment for Learning) on the early release days.

1 Establish a good behavior promotion plan

Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1 Strategy: Communicate with parents

Strategy 3 Strategy: Communicate with teachers

Action steps:

1 Present effective discipline strategy forums each month for teachers.

1 Assistant principals will call parents of students in ISS

2 Discipline referrals will be tracked using the new system

Action Steps:

2 Track discipline referrals with new system.

QUARTER 2:


Safe School Plan

QUARTER 2:


QUARTER 4:

QUARTER 1:

QUARTER 2:

QUARTER 3:

QUARTER 4:


Professional Development

QUARTER 1:

QUARTER 3:

Planned/Completed

In accordance with General Statute § 115C-105.47 (b)(9), the following planned or recently completed professional development

aligns with the goals of our safe school initiative:

QUARTER 3:

QUARTER 4:


Safe School Plan

1.

2.

3.

4.

5.

The City of Greensboro's Task Force against Graffiti and Gangs concentrates on reporting, recording, and removal

of graffiti.

The law enforcement officers, juvenile court counselors, and the District Attorney’s Office notify principals when

juvenile students are arrested for felonies and as the cases are adjudicated, in accordance with North Carolina

General Statues 7A-675 and 15A-505.

SROs work closely with the middle and high school Students Against Violence Everywhere (S.A.V.E.), Students

Against Destructive Decisions (SADD) chapters and the Student Mentoring Awareness Resource Teams

(S.M.A.R.T.) program to raise and maintain awareness of violence in the schools, underage drinking and the use of

illicit drugs.

Operation Stop Arm is a cooperative effort between GCS and local law enforcement agencies to reduce incidents of

speeding in school zones and passing stopped school buses.

Pursuant to General Statute § 115C-105.47 (b)(10), identify the school's plan to work effectively with local law enforcement and

court officials.

(SPECIFY ANY ADDITIONAL WAYS YOUR SCHOOL WORKS EFFECTIVELY WITH LOCAL LAW ENFORCEMENT AND

COURT OFFICIALS.)

The district’s School Safety Office serves as a liaison with local law enforcement agencies. The office is staffed by a program

administrator for school safety, a school resource officer (SRO) coordinator, and a support specialist for school safety. The

school resource officer coordinator is a Captain with the Guilford County Sheriff’s Department on contract with Guilford County

Schools. The School Safety Office routinely collaborates with the various local law enforcement agencies, not only through the

School Resource Officer program, but also various operating units within each agency, i.e., representatives of the criminal justice

system, juvenile court counselors. The school works collaborative with local law enforcement and court officials through various

programs including: (DELETE PROGRAMS NOT APPLICABLE FOR YOUR SCHOOL.)


Safe School Plan

Community/Parents Students Staff

GCS Website

Homeroom Updates

Connect-Ed messaging and notification

technology

Student Handbook

School/District Brochures

Student Handbook

Student Newspaper

Cable Access Channel

Staff Newsletter

Board of Education Meeting Materials

Faculty/Staff Meetings

GCS Website


E-mail Communications to all GCS

Employees from District Relations


technology

School Newsletter

PTA Updates, Meetings, & Newsletter


technology

Guilford County Association of Educators

(GCAE)

Superintendent's News Briefs (weekly)


Board of Education Meeting Materials

Superintendent's News Briefs (weekly)

Student Council Updates

GCS Parent Academy

Student Assemblies

Pursuant to General Statute § 115C-105.47 (b)(11), identify the district's plan to provide access to information to the school

community, parents, and representatives of the local community. (SPECIFY ANY ADDITIONAL VENUES USED BY YOUR

SCHOOL.)


589 Weaver Education Center

Signature of Superintendent/Designee Date

NC General Statutes Section 115C-3019 (c) Maximum Class Size. NC

General Statutes Section 115C-301 (d) Maximum Teaching Load.

3. State how the waiver will be used.

The waiver will allow flexibility to ad hoc grouping in both skill and content

areas. It will allow for more effective use of staffing, focusing on individual

strengths of faculty/staff. Finally, the waiver would be used for students who

need a class for graduation and the only to get class would be to use

flexibility with class size.4. State how this waiver helps achieve the specific performance goals

The waiver would promote achievement of performance goals by

guaranteeing appropriate courses and levels of courses are available for

students in emergency situations. More effective teaching and learning will

occur as the schools are able to operate the master schedule with fluidity,

moving students in and out of skill groups and classes.

(Please duplicate this sheet as needed for additional waivers.)

1. Please describe the waiver you are requesting.

Class size waiver in grades 4-12 (this excludes class limitation in grade K-3).

2. Identify the law, regulation, or policy from which exemption is requested.

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests

Program Years: 2010-12

LEA or Charter School Name/Number: Guilford County Schools - 410

School Number(s) Request for Waiver

of 29

LEA or Charter Name/Number: Guilford County Schools - 410 ...Target SMART* Goal: By 2011, Weaver...

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