Pasquotank County High School

School Improvement Plan 2016-2018

Synopsis In the following document data analysis and NC Comprehensive Survey results are given. Based on the data gathered, the School Improvement Team developed the five goals which align with the district and state goals. Following each goal are strategies. Finally, following the strategies is the task list of what will need to happen to meet the goals. The school will use NC Star to act as a managerial system to monitor whether the strategies have been completed as projected. Learning Focused training and Multi Tiered System of Support are two important district and school initiatives that are integral parts of the School Improvement Plan. Pasquotank County High School has had an MTSS (previously RtI) plan since 2010. Members of the MTSS Team have been trained and continue to update their knowledge base. Pasquotank County High School staff members understand that students need to demonstrate proficiency above 80% and that we need grade level instruction and assignments, high yield exemplary instructional practices and specific support and scaffolding for our at-risk learners (Learning Focused). With these outcomes and causes in mind, the five goals have been developed.

Beliefs The staff of PCHS believes...

1. Students should participate responsibly in their learning 2. All students can learn at high levels when provided with instruction at high levels. 3. Collaboration strengthens learning. 4. The greatest value of learning is intrinsic. 5. Students deserve personalized education through the use of MTSS 6. Student independence and self-worth should be fostered 7. School improvement comes from changes based on critical and regular evaluation of our performance and

reflection of our progress. 8. The acquisition of an appropriate and diverse knowledge base comes through teaching strategies that stress

problem solving and creative thinking 9. Quality professional development opportunities better equip teachers for the challenges of the classroom. 10. School rules exist to create and maintain an orderly, achievement-oriented atmosphere, and, to provide that

atmosphere, school rules must be communicated clearly and executed consistently. 11. We build successful outcomes with students, parents, and the community.

Vision

Pasquotank County High School will prepare students for their futures by: fostering student independence and self worth; requiring excellence in teaching; teaching challenging, grade appropriate curricula; and teaching students processes so they problem solve and think creatively.

Mission The mission for Pasquotank County High School is to prepare students for their futures both during and after high school, so they will be productive as members of local and global communities.

Tagline Preparing students for their futures!

School Profile Pasquotank County High School is located to the north of Elizabeth City and is one of two traditional public high schools in the county serving the needs of students in grades 9 through 12. There are 803 students enrolled at the beginning of the 2016-2017 school year. In 2015 of the students enrolled at PCHS there were approximately 56% on free/reduced lunch. Using the demographic information from October 2016, the student population is disaggregated into the following subgroups: 43% black (BL), 46% white (WH), >1% American Indian and Alaska Native (AM), >1% Native Hawaiian or other Pacific Islander (PI), 3% multi-racial students, 5% Hispanic, 1.5% Asian. The chart below indicates the actual numbers in total and divided by grade level. Grade # in

Grade AM AS BL PI WH Hisp.

/Latino Two or

more races

9 216

109 / 107

1

1 / 0

2

1 / 1

88

51 / 37

0

0 / 0

105

44 / 61

14

9 / 5

6

3 / 3

10 212

111 / 101

0

0 / 0

5

5 / 0

89

44 / 45

1

1 / 0

96

52 / 44

15

8 / 7

6

1 / 5

11 198

93 / 105

1

0 / 1

5

4 / 1

87

39 / 48

2

0 / 2

91

45 / 46

6

2 / 4

6

3 / 3

12 177

88 / 89

1

1 / 0

0

0 / 0

82

44 / 38

0

0 / 0

80

37 / 43

7

2 / 5

7

4 / 3

Total 803

401 / 402

3

2 / 1

12

10 / 2

346

178 / 168

3

1 / 2

372

178 / 194

42

21 / 21

25

11 / 14

(Fig. 1) PCHS includes special needs students who receive special education services to according to their Individualized Education Plan. There are about 13.3% of our student population who participate in our Exceptional Children’s Program. The current School Improvement Plan concludes its cycle with the end of the 2015-2016 school year, so the School Improvement Team decided to use the transition year to review beliefs, vision, and mission of the school. The team has also monitored the plan throughout the duration to ensure fidelity. The monitoring system used each month worked well in that the team was able to adjust strategies to better accomplish goals and strategies. The team will use NC Star to monitor the School Improvement Plan for 2016-2018.

To prepare for new goals and implementation the School Improvement Team worked through the NCDPI Comprehensive Needs Assessment and those results are included in the section below. Additional data that was used include student discipline, EVAAS, parent contacts, attendance, teacher observations, classroom assessment practices, Data Team feedback, School Report Card, Teacher Working Conditions Survey 2016, testing data, Lesson Plans, and Personal Education Plans. Strengths and Needs ( from North Carolina Comprehensive Needs Assessment) Areas of Strength Pasquotank County High School SIT recognizes the following strengths of the school and its students and staff:

● Support for Student Achievement ○ The SIT recognized examples of this dimension were data analysis and instructional planning as

exemplified through the monthly PLCs and the EOC PLC. Use of data was a topic for nearly every professional development day. Monthly meetings were used for professional development rather than general information. The team also sited planning period Professional Development for backwards planning and lesson plan overview.

○ The team noted the strength of the PBIS team and use of MTSS to assist student behavior, academic, and emotional needs. Administrator and Counselor watchlist and meetings monitor the most at risk community. The use of Trigg Community School for students who were struggling in the regular high school setting whether it involved academics or attendance issues.

○ School Counselors work with groups and individuals throughout the school year to support students struggling with a variety of needs; the SAT process utilized as appropriate.

● Leadership Capacity ○ Leadership capacity is considered an embedded process/practice for each area in the dimension. ○ Strategic Planning, Mission, and Vision These areas are monitored, reviewed and/or updated by

the SIT. ○ Distributed Leadership and Collaboration are seen in professional development, PLCs, department

meetings, teacher led professional development and are evidenced in meeting minutes and feedback.

○ Monitoring Instruction in School was also considered imbedded as a practice. Evidence for this area are observations and Walkthroughs , PDP feedback, student attendance and scores, and PLC meetings.

● Professional Capacity ○ Talent Recruitment and Retention is considered a strength for PCHS. Team members noted

professional development available at no charge. The team also noted that teacher turnover had most to do with the individual teacher and not the school. This information was gleaned from colleagues after so many left the school two years before.

● Planning and Operational Effectiveness ○ Resource Allocation is considered an embedded practice in which teachers develop a budget with

their department peers and submit to principal in the spring prior to the end of the year. All teachers have a part in developing the budget and all materials are purchased based off of the submissions from every department. Teachers also make do and find creative methods when they do not have materials readily available.

● Families and Community ○ Family Engagement is a strength when one considers the communication which occurs on a regular

basis. The team specifically noted the requirement to make contact with parents to keep them posted about students; connect calls; email; and district/school calendars on the website.

○ Community Engagement was a strength based on the interactions of the community through the school’s clubs, sports, recognition on the school website and in the cases in the front of the school.

The three churches who partner with the school are also testimony to the community’s engagement/support of the school.

Areas of Need According to the Needs Assessment tool, the areas below are considered emerging and in one instance lacking .

● Instructional Excellence and Alignment -- Teaching and Learning ○ High Expectations Communicated to all Teachers and Students -- although the team believed the

staff did a good job of setting goals, had consistency in meetings, and professional development, it needed more consistency and to be more supportive of staff. The team also noted that professional development was offered in a variety of ways, but many did not take advantage of it.

○ Curriculum and Instructional Alignment was also seen as emerging, but that not all staff members were doing summative and formative assessment due in part to a lack of technology access. Additionally, only a few departments were making strides toward what to do with the data.

● Professional Capacity ○ Teacher Quality and Experience was noted as emerging because of the number of inexperienced

teachers in the building. ○ Quality of Professional Development was emerging because it was seen as reactive rather than

proactive. ● Planning and Operational Effectiveness

○ Facilities and Technology were seen as only emerging with technology being lacking as well. The team is concerned about lack of replacements once old computers were no longer supported. The team also commented that finding out about all of the technology available, but being unable to use it because of limited technology at the school was not conducive to student learning.

Testing Data Pasquotank County High School teachers and administrators used departmental data teams to monitor student success. At mid year when first semester EOC data was available, it was clear that the gains expected had not occurred. An EOC data team was created to help teachers in those critical courses understand what kind of assessments needed to be created and how to interpret the information they got as a result. After disaggregating the data, it is a concern that the discrepancies between EOC proficiency rate, converted test score passing rate, and course passing rate are so large. This is also a problem with NCFEs and CTEs because the new 10 point grading scale and converted test scores together create a situation where students can pass with low (below 50%) proficiency. Students understand that they can pass with a minimal amount of work (See figure 2). The grades and test scores indicate a grading and test reporting system that is out of step. EOC scores at the end of the 2015-2016 school year were approximately 22% (composite). Rising freshmen for 2016-2017 show a proficiency rate of 44.3% in Reading and 28.8 % in Math. This data is up only slightly and will again be a challenge to get students to an 80% proficiency rate. Student Achievement Comparison

(Fig. 2) Of the 167 freshmen who were not proficient in 8th grade math in 2014-2015, only 16% showed proficiency by making a level 3 or higher in Math I. Of all 210 Math I students 101 showed growth and only 21 met or exceeded their projected growth. WorkKeys shows a 10 percentage point increase from 2014-2015. This data is part of the School Report Card. Math rigor, the number of students completing Math III, is a School Report Card item and saw growth from 79 to 81 percent in 2014-2015 and from 81 to 94 percent achieving math rigor in 2015-2016. The target for 2018 is 97%. If all eligible students completed through a third level of math the highest percent available would be 98% due to the number of students on alternative diplomas. PCHS staff and students continue to work towards a 100% graduation rate. In 2016 the rate was 92% which is 6 percentage points higher than the previous year. This is also part of the SRC. Although English II, Math I, and the ACT demonstrated a lower level of proficiency, the overall achievement rating was up by 3 percentage point from the two previous years. Combined growth and performance percentages are up from the previous year. Student and teacher attendance are also areas that were monitored and which are addressed in the School Improvement Plan. Students cannot learn what the teachers are teaching if they are not in school. Teachers cannot teach what students need to learn if they are not in school. It is a fairly simple maxim, but one for which we will take for action because too many people are not in school. Teacher Working Conditions Survey results were quite good in many areas. Areas for focus in the upcoming years are noted in the chart below.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

TIME 2.1a: Class sizes are reasonable such that teachers have the time

2016 72.3 -62.1 =10.2 -63.6 =8.7 -61.9= 10.4 But also an increase! 2014 60.4 -61.7 = -1.3 -55.7 = 4.7 -60.2= 0.2

2012 81.4 -60.0 =21.4 -62.2 =19.2 -61.5= 19.1

available to meet the needs of all students.

2016-2014 2014-2012

=11.9 =-21

To show how PCHS compares to other high schools, the district, and all NC schools see numbers in the columns indicated.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

TIME 2.1b: Teachers have time available to collaborate with colleagues.

2016 76.1 -75.7 = 0.4 -72.6 =3.5 -76.4 =0.3 2014 79.2 -70.8 =8.4 -74.1 = 5.1 -73.1 =6.1

2012 41 -70 = -29 -62 =-21 -71= -30 2016-2014 2014-2012

=-3.1 =38.2

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

TIME 2.1c: Teachers are allowed to focus on educating students with minimal interruptions.

2016 78.7 -70 = 8.7 -66.7 =12 -71.3 =7.4 2014 78.7 -65.1 = 13.6 -65.3 =13.4 -67.2 = 11.5

2012 65.5 -67.4 = -1.9 -66.5= -1 -69.6= -4.1 2016-2014 2014-2012

=0 =13.2

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

TIME 2.1e: Efforts are made to minimize the amount of routine paperwork teachers are required to do.

2016 63.8 -69.3 = -5.5 -58.4 = 5.9 -65 = -1.2 2014 77.1 -61.3 = 15.8 -60.5 = 16.6 57.2 =19.9

2012 34.4 -56.9 =-22.5 -47 = -12.6 54.6 = -20.2 2016-2014 2014-2012

=-13.3 =42.7

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

TIME 2.1g: Teachers are protected from duties that interfere with their essential role of educating students.

2016 62.2 -69.6= -7.4 -75.7=-13.5 -74.3 =-12.1 2014 77.1 -66.5 =10.6 -61.=16.1 -71.2 = 5.9

2012 58.3 -65.1= -6.8 -66.1=-7.8 -69.7= -9.4 2016-2014 2014-2012

=-139 =18.8

What changed?

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

FACILITIES AND RESOURCES 3.1a: Teachers have sufficient access to appropriate instructional materials.

2016 76.1 -73.2 = 2.9 -65.4 = 10.7 -75.4 = 0.7

2014 79.2 -71 = 8.2 -68 = 11.2 -73.6 = 5.6 2012 61.7 -74.2 = -13.5 -65.8 = -4.1 -78.6 =-16.9

2016-2014 2014-2012

=-3.1 =17.5

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

FACILITIES AND RESOURCES 3.1b Teachers have sufficient access to digital content and resources

2016 73.9 -82 = -8.1 -74.1 = -0.2 -84.9 = -11

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

FACILITIES AND RESOURCES 3.1c Teachers have sufficient access to appropriate instructional technology, including computers, printers, software and internet access.

2016 61.7 -82 = -20.3 -74.1 =-12.4 -84.9 =-23.2

2014 81.2 -76.5 = 14.3 -70.7 = 10.5 -78.7 = 2.5 2012 93.1 -87.5 = 5.6 -85.4 = 7.7 -89.8 = 89.8

2016-2014 2014-2012

=-7.3 =-11.9

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

FACILITIES AND RESOURCES 3.1e: Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc…

2016 74.5 -80.5 =-6 76.1 =-1.6 -81.8 = -7.5 2014 79.2 -80.2 =-1 -74.8 = 4.4 -81.1 =-1.9

2012 52.5 -79.2 = -26.7 -79.6= -27.1 -81.1 =-18.6 2016-2014 2014-2012

=-4.7 =-26.7

To show how PCHS compares to other high schools, the district, and all NC schools see numbers in the columns indicated.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

COMMUNITY SUPPORT AND INVOLVEMENT 4.1a: Parents and guardians are influential decision makers in this school.

2016 66.7 -70.7 = -4 -67.5 = -0.8 -73.2 = -5.5 But also an

increase!

2014 58.1 -70 = -11.9 -70.9 = -11.8 -72.6 =-14.5 2012 41.5 -69.9 = -28.4 -68 = -26.5 -73.3 =--31.8

2016-2014 2014-2012

=8.6 =16.6

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

COMMUNITY SUPPORT AND INVOLVEMENT 4.1e: Parents/guardians know what is going on in the school.

2016 77.3 -81.5 = -4.2 -84.1 = -6.8 -86.8 = -9.9

But also an

increase!

2014 69.6 -80.6 = -11 -81.5 = -11.9 -86.5 = -16.9 2012 66.1 -80 = -13.9 -83 = -16.9 -86.7 = -10.6

2016-2014 2014-2012

=7.7 =3.5

Great Gain! Still working on this one.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

COMMUNITY SUPPORT AND INVOLVEMENT 4.1f: Parents/guardians support teachers, contributing to their success with students.

2016 68.1 -71.7 = -3.6 -65.1= 3 -73.5 = -5.4 But also an

increase!

2014 58.7 -70.6 = -11.9 -62.2 = -3.5 -72.5= -13.8 2012 49.2 -70.7 = -21.5 -64.4 = -15.2 -73.8 =-24.6

2016-2014 2014-2012

=9.4 =9.5

Great Gain! Still working on this one.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

COMMUNITY SUPPORT AND INVOLVEMENT 4.1g: Community members support teachers contributing to their success with students.

2016 76.6 -80.8 = -4.2 -79.3 = -6.7 -83.6 =-7.0 But also an

increase!

2014 69.6 -79.7 = -10.1 -79.4 = -9.8 -82.5=-12.9 2012 75.4 -80.5 = -5.1 -79.8 = -4.4 -83.5 = -8.1

2016-2014 2014-2012

=7 =-5.8

Great Gain! Still working on this one.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

COMMUNITY SUPPORT AND INVOLVEMENT 4.1h: The community we serve is supportive of this school.

2016 70.2 -83.8 = -13.6 -76.7 = -6.5 -85.3 =-15.1 But also an increase!

2014 68.1 -83.3 = -15.2 -77.8 = -9.7 -84.9 =-16.8 2012 70.2 -83.4 = -13.2 -78.4 = 18.2 -85.1 =-14.9

2016-2014 2014-2012

=2.1 =-2.1

Great Gain! Still working on this one.

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

MANAGING STUDENT CONDUCT 5.1f: Teachers consistently enforce rules for student conduct.

2016 74.5 -66.5 = 8 -80 = -5.5 -79.8 = -5.3 2014 77.1 -66.3 =10.8 -79.1 = -2 -80.5 = -3.4

2012 58.6 -63.4 = -4.8 -77 = -18.4 -79.9=--20.3 2016-2014 2014-2012

=-2.6 =18.5

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

TEACHER LEADERSHIP 6.6: Members of the School Improvement Team are elected.

2016 83 -77.4 = 5.6 -78.5 = 4.5 -78 = 5 ACK!! 2014 86 -74.8 = 13.2 -60.9 = 25.1 -76.1 = 9.9

2012 No data is available for the survey in 2012. 2016-2014 =-3 Really???after all of those exit tickets?

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

INSTRUCTIONAL PRACTICES 9.1a State assessment data are available in time to impact instructional practices.

2016 69.6 -57.1 = 12.5 -64.9 = 4.7 -65.5 = 4.1 But also an

increase!

2014 37 -48.3 = -11.3 -48 = -11 5-1.9 =-14.9 2012 76.9 -73.5 = 3.4 -69.2 = 7.7 -74.9 = 2

2016-2014 2014-2012

=32 .=39.9

Question School (S) School Level (SL) S-SL

District (D) S-D

State (St) S-St Priority

INSTRUCTIONAL PRACTICES 9.1c: State assessments accurately gauge students’ understanding of standards.

2016 53.3 -38.8 = 14.5 -45.1 = 8.2 -43 = 10.3 But also an

increase!

2014 28.3 -40 = -11.7 -44.9 = -16.6 -44.5 =-16.2 2012 42.3 -53 = -10.7 -54.3 = -12 -55.4 = -13.1

2016-2014 2014-2012

=25 = -14

(Fig. 3) Personalized Education Plans were created for 123 students and were maintained in a Google Doc. This format allowed teachers to gain a quick look at struggling students and how other teachers helped those students toward success. The Multi-Tiered System of Service Team was responsible for PEPs and having this team monitor the plan had the best success in assisting students since the process began. The piece that continues to be missing and

which is critical to the success of a PEP is regular parent and student contact. The Multi-Tiered System of Service Team will revise the process to include that contact on a regular basis. PCHS will continue to improve its use of the Multi-Tiered System of Service to ensure students receive services appropriate to their needs. The diagram below indicates the percentage of students who fall into each category and the services available at that level. It also notes the individuals responsible at the different levels.

(Fig. 4) The teacher evaluation process will be refined by requiring all teachers to be observed not only for the required observations, but to ensure lesson plans that are created following the Learning Focused guidelines are used with fidelity. Teachers will also receive detailed feedback in writing from the observing administrator and/or Instructional Coach. Summary: As you can see staff and administrators look at data regularly, but still students struggle to attain mastery of standards and demonstrate that mastery through high proficiency and growth rates. Growth rates are definitely higher than proficiency rates; however, that data comes with a caution, and the caution is this -- Students may experience high growth and may meet or exceed their projected percentile, but if the percentile does not reach 80% or higher, we are not helping our students learn at high rates as measured by state exams. It is for this reason that all members of the school community understand the importance of good common assessments, benchmarks and assignments that are on grade level and that increase in sophistication as the semester progresses. In order for these things to happen, the School Improvement Team has created five goals that align with the ECPPS District Goals. The following pages detail the goals which align numerically with the district’s goals just below. There is a final document that shows goals, strategies, and tasks for each school goal. This document is the one that will be monitored via NCStar which can be accessed through the school or district website in November.

District Goals

1. Every student in ECPPS will graduate from high school prepared for work, further education, and citizenship. 2. Every student in ECPPS will have a personalized education. 3. In ECPPS, every student, every day will have excellent educators. 4. ECPPS will have up-to-date financial, business, and technology systems to serve its students, parents, and

educators. 5. Every student in ECPPS will be healthy, safe, and responsible.

PCHS Goals and Strategies

Goal I Pasquotank County High School will develop learners who graduate on time with appropriate endorsements and mastery of coursework as measured by at least a 98% 4 year cohort graduation rate by 2018 and increased Math course rigor from 94% to 100% by 2018.

Strategies: 1.1 Use Learning Focused Lessons and High Yield instructional practices to engage students and increase student achievement as measured by an increase in benchmark achievement data as well as Report Card data. 1.2 Use MTSS to ensure students have appropriate personalized education to achieve at high levels. Measures: 1.3 Increase attendance rate for students and teachers

Goal 2 By 2018, PCHS will have fully implemented its MTSS plan, so all students will receive a personalized education as measured by reaching 65% of students meeting or exceeding their individual growth targets on state assessments as generated by the Education Value Added Assessment System (EVAAS).

Strategies: 2.1 Train school personnel in role appropriate MTSS Strategies (e.g. teacher, support services, administrators, etc.) 2.2 Identify the percent of students according to each level of the MTSS Pyramid. 2.3 Ensure all students have a 4 year plan via CTE requirements or IEP needs/goals. 2.4 Use SAT (Student Assistance Team) referral process to ensure students who need elevated support are documented and monitored. 2.5 Use PLC Data Teams to monitor student growth in courses through benchmarks, Final Exam data and attendance data.

Goal 3 Teachers will demonstrate excellent teaching as measured by a proficiency increase in the percent of proficient students on EOCs [Math 1 (70%), Biology (70%), English II (70%)], by 8/25/17; [Math I (80%), Biology (80%), English II (80%)], by 8/25/18 as measured by an increase in the average of proficient students on EOCs (Math I, Biology, and English II) and growth measures for NCFE and CTE.

Strategies: 3.1 Learning Focused training for all staff members (for additional information see Appendix). 3.2 Use high yield practices (error analysis, summarization, HOTS, Lesson Design) to increase student engagement and time on task. 3.3 Grading practices will reflect level at which students have gained mastery and understand subject. 3.4 Increase student attendance rate to 95%. 3.5 Increase teacher attendance rate to 90%.

Goal 4 Use technology to expedite the learning process so that teachers and students have information quickly and accurately that will reflect in high student growth and overall proficiency rate of 70% by 2017 and 80% by 2018.

Strategies: 4.1 Teachers use technology for assignments as necessary or helpful and assessments for benchmarks and final exams. 4.2 One hundred percent of parents use parent portal and regular contact between teacher and parent occurs to monitor student success.

Goal 5 The school will maintain a safe, healthy climate with students, staff, and parents demonstrating a responsibility for maintaining the school as a safe place to learn as measured by a decrease of 10% for infractions for 9th grade students and OSS days for black students.

Strategies: 5.1 100% of parents having access to Parent Portal and will continue to record teacher contacts with parents. 5.2 Use Student Assistance Team referral for students who demonstrate patterns of inappropriate behavior. 5.3 Administrators and counselors maintain a watchlist for students at very high risk of academic failure as identified by at least two of three factors: repeated/failed grades, poor attendance, behavior issues.

5.4 Continue 9th grade transition plan which includes: FIT (Freshmen in transition) (8th grade students who need additional support when entering high school);entire 8th grade student group visitation of PCHS; collaboration with ECMS about 8th grade transition. 5.5 Decrease the number of classroom referrals by 10% by May 2018. 5.6 Decrease the number of OSS days for black students by 15% over two years

Goal 1: Pasquotank County High School will develop learners who graduate on time with appropriate certifications and mastery of their coursework as measured by at least a 98% 4 year cohort graduation rate by the year 2018 and increased math course rigor (students successfully completing a level III math) from 94% to 98% by 2018. Strategy 1: Use Learning Focused Lesson Plans and high yield instructional practices to engage students and increase student achievement as measured by an increase in benchmark achievement data as well as NC Report Card data.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

1.1.1 All teachers participate in Learning Focused Training (Lesson Plans)

8/19/16 10/31/16 Instr. Coaches & Admin.

All teaching staff

$0.00

1.1.2 All teachers begin using lesson plans using L.F. template

8/19/16 6/1/17 All teaching staff

Admin. & Instructional C.

1.1.3 Administrators and instructional coaches monitor Lesson Plans monthly and/or when observing to insure content fidelity.

8/27/16 5/25/17 Admin. And Instructional coaches

Teachers

Strategy 2: Use Multi Tiered System of Support to ensure students have appropriate personalized education to achieve at high levels.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

1.2.1 School personnel will identify students according to their needs on the MTSS Pyramid

9/7/16 10/31/16 Teachers Admin., Counselors, MTSS Team

1.2.2 The MTSS Team will monitor students and adjust placement as individual academic needs change as reported by parents, teachers, students and/or as demonstrated by student performances.

9/25/16 6/1/17 All teaching staff

Admin., Counselors, MTSS Team

Strategy 3: Increase attendance rate for students and teachers.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

1.3.1 Identify chronically absent students

9/30/16 5/31/17 Attendance Team

Admin., Counselors, MTSS Team

$0.00

1.3.2 Create an attendance review committee.to serve as attendance appeals committee and to analyze attendance data for chronically absent students.

9/25/16 6/1/17 Admin. Admin., Counselors, MTSS Team

1.3.3 Administration team will monitor and counsel teachers who are chronically absent

8/18/16 6/1/18 Admin ECPPS Human Resources PCHS Bookkeeper

$0.00

Goal 2: By 2018 PCHS will have fully implemented the Multi-Tiered System of Support (MTSS) Plan, so all students will receive a personalized education as measured by reaching 65% of students meeting or exceeding their individual growth targets on state assessments as generated by the Education Value Added Assessment System (EVAAS). Strategy 1: Train school personnel in role appropriate MTSS Strategies (e.g. teacher, support services, administrator, etc.)

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

Cost

needed

2.1.1 All school personnel attend training MTSS training

8/22/16 8/22/16 Hahn + MTSS team

All teaching staff

$0.00

2.1.2 Teachers will identify each semester where their students needs fall on the MTSS Pyramid.

9/7/16 6/1/17 All teaching staff

MTSS Team

2.1.3 Develop a list of which students fall into the levels indicated on the pyramid

9/1/16 1/31/18 Admin Counselors All Teachers

MTSS Team

Strategy 2: Identify the percent of students according to each level of the MTSS Pyramid.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

2.2.1. Identify students who qualify for EC services.. They make up the top layer

9/6/16 Same IEP Chair Admin. 0

2.2.2 Identify students needing additional services/not EC

9/6/16 10/30 504 coordinator/SAT coord.

Teachers/Admin.

2.2.3 Identify students needing general services

9/6/16 6/2017 Data team

Strategy 3: Ensure all students have a 4 year plan via CTE requirements or IEP needs/goals.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

2.3.1 Purchase Career Cruising for the creation of 4 year plans

7/2016 Same CTE Director CDC $2000

2.3.2 CTE Career Development Counselor and school Counselors meet with all students to create or review 4 year plan.

9/30/16 10/30 CTE CDC & School Couns.

Students

2.3.3 Review and update student plans annually

11/2016 6/2017 CTE CDC & School Couns.

Students

Strategy 4: Use Student Assistance Team (SAT) referral process to ensure students who need elevated support are documented and monitored.

Task Start Date

Completion Date

Additional Individual(s)

Additional Individual(s)

Cost

responsible needed

2.4.1 Referral process training for all staff members

8/22/16 Same Assistant Principals & SAT chair

Same

2.4.2 Meet with students and parents identified to create a plan of support for each student at this level.

10/1/16 10/15/16 Assistant Principals & Counselors & teachers as needed

Parents and students

2.4.3 Update support list each 9 weeks -- remove/add students as needed

2 weeks prior to the end of each 9 weeks

same SAT chair, MTSS TEam, Admin.

Team, parents, students

Strategy 5: Use PLC Data Teams to monitor student growth through benchmarks, common assessments, Final Exam data and attendance data.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

2.5.1 Teachers give benchmark assessments aligned with standards.

Oct 24-28, 2016

March 27-31, 2017

Teachers Teachers and Admin.

2.5.2 Review data after each benchmark and/or common assessment to determine which students need interventions and the kinds of interventions they require.

November 2016

April 2017 MTSS Team, Admin,TEachers

MTSS Team, Admin, Teachers, Students

Strategy 6: Develop and implement yearlong professional development for teachers who do not

meet expected growth

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

2.6.1 Identify teachers who did not meet at least expected growth..

10/15 10/31 Teachers Teachers and Admin.

2.6.2 Meet with teachers one-on-one to determine differentiated PD based on what teacher says he/she needs.

Same Same Teachers/Administrators

District Coaches

Goal 3: Using strategies as demonstrated in Learning Focused training, teachers will demonstrate excellent teaching as measured by a proficiency increase in student growth 70% proficiency in EOCs by 2017 and 80% in 2018. Teachers of NCFE, CTE, and ASW courses will show their students meet or exceed growth each year. Strategy 1: Learning Focused training for all staff members (see Appendix for more details)

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

3.1.1 By 10/31/16 all PCHS staff members will receive training in the lesson plan format from Learning Focused..

8/19/16 6/2017 Learning Focused and District Instructional Coaches

All teaching staff and counselors

District expense

3.1.2 Administrators will monitor Lesson Plans for use of power standards, Higher order thinking, advance organizers, writing and reading in every content area, standards based assignments and assessments.

9/7/16 6/1/17 All teaching staff

Administrators and dist. observers

3.1.3 Administrators will check for increased rigor and complexity as the semesters progress.

9/7/16 6/1/17 All teaching staff

Administrators and dist. observers

9/7/16

Strategy 2: Use high yield practices (error analysis, summarization, HOTS, Lesson Design) to increase student engagement and time on task.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

3.2.1 PCHS administrators will check lesson plans and will observe high yield instructional practices

9/1/16 6/1/17 Admin. All teaching staff

District expense

3.2.2 Administrators will provided written review of instructional practices observed..

9/1/16 6/1/17 All teaching staff

Administrators and dist. observers

Strategy 3: Grading practices will reflect level at which students have gained mastery and understand subject.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

3.3.1 Administrators will create a grade committee

6/21/16 6/23/16 Hahn Selected staff members

3.3.2 Grade committee will create guidelines for standards based grading and send to staff members for review.

7/31/16 8/3/16 Committee Principal

3.3.3 Teachers will develop grade information and submit to administrators for review.

8/23/16 same Teachers Admin.

3.3.4 Administrators will review and return grading practices information to teacher accepted or needs revision

8/24/16 same Administrators

Teachers

Strategy 4: Increase student attendance rate to 95%

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

3.4.1 Teachers will notify counselors/administrators when students have missed 3, 7, and 10 days

8/29/16 6/10/18 Teachers Counselors Administrators

3.4.2 Principal will create an attendance appeal committee to meet once a month to discuss attendance issues with student and parent and develop a plan of action

9/1/16 5/30/18 Principal Counselors Teachers Asst. Principals

3.4.3 Use referral process to graduation coach to ensure students under age are attending school regularly

8/29/16 6/10/18 Counselors Graduation Coach Administrators

Strategy 5: Increase teacher attendance rate to 90%

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

3.5.1 Review data from AESOP to identify teachers who have chronic absences and counsel them

8/29/16 6/10/18 Principal Bookkeeper Teachers

Goal 4: Use technology to expedite the learning process so that teachers and students have information quickly and accurately that will reflect in high student growth and overall proficiency rate of 70% by 2017 and 80% by 2018. Strategy 1: Teachers use technology for assignments as necessary or helpful and assessments for benchmarks and final exams.

Task Start Completion Individual(s) Additional Cost

Date Date responsible Individual(s) needed

4.1.1Teachers identify power standards for focusing lesson plans and in assignments and assessments.

8/22/16 6/1/17 Teachers, admin., dist. Instructional coaches

Dist. I. C.

4.1.2 Teachers give pretest to establish a baseline.

8/30/16 9/3/16 Teachers Students

4.1.3 Teachers benchmark student proficiency at 41/2. 9, and 131/2 weeks each semester

As noted 1/4/16 5/31/17

Teachers Dist. I. C. and students

As noted

4.1.4 Teachers receive training to use Schoolnet

9/16 10/16 Moore Estime/Keller $250 for substitute

4.1.5 Teachers use Schoolnet to develop common benchmark assessments.

9/16 10/16 + Admin. Teachers

4.1.6 Teachers collaborate to share and focus interventions for students based on data created.

10/1/16 every other week

6/1/17 Teachers, admin.

Strategy 2: One hundred percent of parents use parent portal and regular contact between teacher and parent occurs to monitor student success.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

4.2.1 Parent portal information is shared in various venues (welcome back student letter, open house, sporting events, school connect call,

8/19/16 2/28/17 Data manager, admin., staff members

Parents

4.2.2 Monitor percentage of parents getting/using access.

8/29/16 6/9/17 Data mgr., admin.

Goal 5: The school will maintain a safe, healthy climate with students, staff, and parents demonstrating a responsibility for maintaining the school as a safe place to learn as measured by a decrease of discipline by 25 % and an increase in overall proficiency and growth as well as an increase in TWC items pertaining to safety and school climate. Strategy 1: 100% of parents have access to Parent Portal and teachers will continue to record teacher contacts with parents in school database.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.1.1 Administrators review 2015-2016 discipline data with staff members

8/22/16 8/22/16 Moore Admin. & Teachers

5.1.2 Review of new discipline policy and district handbook.

8/22/16 8/22/16 Hahn Admin. & Teachers

5.2.3 Revise discipline referrals 7/15/16 8/15/16 Admin. & teachers

Strategy 2: Use Student Assistance Team referral for students who demonstrate patterns of inappropriate behavior.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.2.1 Identify students with chronic behavior issues

7/31/16 8/15/16 Hahn & Moore Data mgr.

5.2.2 Use SAT process to create a positive behavior plan for students

8/15/16 9/9/16 Hahn/Moore/Counselor/SAT chair

Students & Parents

5.2.3 Share plans with impacted teachers 9/7/16 9/11/16 SAT Chair

5.2.4 Monitor students with plans and meet as needed with students/parents

9/8/16 6/9/17 SAT Chair, counselors, admin.

Students/parents

Strategy 3: Administrators and counselors maintain a watchlist for students at very high risk of academic failure as identified by at least two of the three factors -- repeated/fail grades, poor attendance, discipline issues.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.3.1 Create watchlist 6/20/16 6/20/16 Fyffe Admin, counselors

5.3.2 Set up meetings with parents and students and review causes for student retentions; create success plan for students.

6/21/16 8/10/16 Admin. Parents/students

5.3.3 Monitor students 8/29/16 6/9/17 Admin. Data mgr.

5.3.4 Monitor support of at risk learners 9/15/16 6/9/17 Admin. Teachers

Strategy 4: Continue 9th grade transition plan which includes - FIT (freshmen in transition), 8th grade visitation of the high school, collaborations with ECMS staff about 8th grade transition

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.4.1 Identify students in need of extra support

4/17 5/17 ECMS admin.

Students Parents ECMS admin. PCHS counselors and admin.

5.4.2 Set up date for visitation, select high school students and student ambassadors as guides and speakers

4/17 5/31/17 9th grade counselor, admin.

Student speakers, ambassadors, FIT students, Teachers

5.4.3 Create exit ticket/survey for student feedback

5/15/17 51517 9th grade counselor

5.4.4 Monitor FIT students throughout the year and put in place supports to fit student needs.

8/29/16 6/9/17 9th grade counselor and admin.

Strategy 5: Decrease the number of classroom referrals by 10% by May 2018.

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.5.1 All staff members develop classroom management plan

8/22/16 8/29/16 Teachers Administrators

5.5.2 All students are trained using character education

8/29/16 9/9/16 Homeroom teachers

5.5.3 Students and staff are reminded daily of school rules

8/22/16 6/9/17 Administration

5.5.4 Discipline data is shared with staff monthly or as frequently as needed.

End of Sept. 2016

End of May 2017

Moore

Strategy 6: Decrease the number of OSS days for black students by 15% by May 2018

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.6.1 Share discipline data with staff members

8/22/16 Monthly through

Moore

June 2017

5.6.2 Create a list of alternative consequences to use with all students both in the classroom or at the admin. level.

8/22/16 9/16/16 Staff and admin.

5.6.3 Create behavior plans for students who frequently have behavioral problems

9/2/16 9/16/16 Admin and counselors

5.6.4 Make parent contacts early and often 9/2/16 6/8/16 All certified staff

Strategy 7: Staff and students will work together to keep the building clean and well maintained

Task Start Date

Completion Date

Individual(s) responsible

Additional Individual(s)

needed

Cost

5.7.1 Custodians, staff members and students provide a clean well maintained learning space

8/22/16 Monthly through June 2017

Moore

5.7.2 Teachers report cleanliness issues to appropriate individuals in the school.

8/22/16 9/16/16 Staff and admin.

5.7.3 Staff members will all check windows and doors in areas of responsibility each day before departing to ensure safety.

9/2/16 9/16/16 Admin and counselors

5.7.4 Coaches will monitor students and building to ensure student safety at all times.

9/2/16 6/8/16 All certified staff

5.7.5 Staff members will monitor assigned areas for security of building and students.

At all times

At all times All staff

Appendix

Learning-Focused Lessons (LFL) Implementation Structure

1. Learning-Focused Lessons integrate Exemplary Practices into planning and instruction, which makes teaching more effective and accelerates achievement for all students.

2. Learning-Focused Lessons uses two sources for deciding on Exemplary Practices: a. Strategies that are Research-Based b. Strategies that are Evidence-Based

3. PCHS has developed a three-year implementation plan for utilizing Learning-Focused Lessons to improve overall achievement and close our achievement gaps.

Is this something we need in the Needs area or somewhere else? How did we get here?

1. September 2015: PCHS Principal and SIT Chair were invited to an informational session about Learning Focus with Max Thompson.

2. Principals along with district administration decided that the district would be using LFL to assist all schools in achieving our goals as a school.

3. October 2015: PCHS Assistant Principals attend a professional development session in Chapel Hill, NC With Dr. Max Thompson.

4. November 2015-December 2015: Principal attends a one day session with selected teachers to preview and discuss some of the strategies from LF.

5. February 2016: Principal and Assistant Principal conduct staff development with the entire staff about designing essential questions and to preview the lesson plan format. Teachers are also able to review some the graphic organizers available with LF.

6. April 2016: PCHS Principal receives coaching during school visit by Dr. Max Thompson. 7. August 2016: Entire district will receive training about how to use the LF lesson plan format.

PASQUOTANK COUNTY HIGH SCHOOL LEARNING-FOCUSED LESSONS IMPLEMENTATION PLAN

Training, Implementation, and Monitoring Structure 2016-2018

Rationale: ECPPS was in a transition period with a new superintendent in 2015-16. At that time, the district began to focus heavily on high-quality instructional practices. There were instructional specialists reassigned at the district level and able to provide support. These specialists are receiving more of the LFL training and will assist with training more administrators and teachers at the school level. May 2016

1. One teacher is selected from each department to begin online training on using the LF lesson plan format. August 2016

1. PCHS Administrators complete Learning Focused Lesson Planning PD. 2. Develop Professional Development Plan for the staff for 2016-2017

Focus work on a few important things 1. Unit Planning & PLC Learning-Focused Lesson Planning 2. Strengthen instruction (Writing as an Improvement Strategy & Vocabulary used in Context) 3. Inquiring, learning as a system, and developing leadership capacity

4. Teachers receive PD in all high-impact strategies. Teachers are given an opportunity to test these

strategies in their lessons. 5. PCHS faculty receives LFL Plan Template and PD (August 19).

September 2016

1. “Trying and Beginning” Stage 2. PLC/Data Team Meetings are done and discussions are held to review how instruction has changed and to

monitor student’s growth. 3. District PD follow for LF lesson planning

October 2016

1. Continue with LF Lesson Plan review and monthly PD/collaboration to encourage variety of ways to make the LFL format work best for students.

2. District PD/follow up in LF Lesson Planning November 2016

1. Monthly PD LF Lesson Plan using collaborative practices to make learning engaging through the use of collaborative pairs, accelerated learning, text complexity, and error analysis.

December 2016 1. Lesson Planning Reflection/Use

January 2017 1. Best Practices from the first semester using L.F.

February 2017 1. Writing for formative assessment and summary and data from first semester.

March 2017 1. What works so far?

April 2017 1. What are the next steps? What needs reinforcement?

May 2017 1. What are the first year “take aways” and where do we stand with our development of L. F. Lesson Plans?

Appendix 2

Professional Development Plan

Pasquotank County High School2016-2107

Date Time Place Presenter(s) PD Title

August

19 8:00 – 4:00

Media Center TBA Learning Focused

22 8:00 – 4:00

Media Center Fyffe/Moore/Hahn

Back to school PD (see attached)

23 8:00 – 4:00

Media Center Fyffe/Moore/Hahn

Back to school PD (see attached)

September

12-15 3:50- 5:00

TBA Teachers/Admin.

PLCs – Understanding Data – Common Assessments, Formative & Summative Assessments, EVAAS, Goal Summary, Walk through Data Talk, Target/schedule students for PTANK time

21 12:45- 2:25 2:30- 3:40

Media Center

Fyffe/Moore/Hahn

Essential Questions/Grading practice review MTSS

October

10-13 3:50- 5:00

TBA Teachers/Admin.

PLCs – Create Benchmarks (School Net), Discipline Data, EVAAS, Walk through Data Talk, Target/schedule students for PTANK time

18 Planning blocks

TBA Admin. Review of lesson plans for increased rigor

November

7-10 3:50- 5:00

TBA Teachers/Admin.

PLCs – Evaluate Benchmark Data, Discipline Data, EVAAS,

Walk through Data Talk, Target/schedule students for PTANK time

15 Planning blocks

TBA Admin. Review of lesson plans for assessments

December

5-8 3:50- 5:00

TBA Teachers/Admin.

PLCs – Goal Summary Data, EVAAS, Walk through Data Talk, Target/schedule students for PTANK time

15 Planning blocks

TBA Admin. Lesson plan reflections

January

2-12 3:50- 4:00

TBA Teachers/Admin.

PLCs -- Goal Summary Data, EVAAS, Walk through Data Talk, Target/schedule students for PTANK time

26 Planning blocks

TBA Admin. Best practices in using Learning Focused lesson plans so far & next steps

February

6-9 3:50- 5:00

TBA Teachers/Admin.

PLCs – Common Assessments, Formative & Summative Assessments, EVAAS, Goal Summary, Walk through Data Talk, Target/schedule students for PTANK time

15 12:45- 2:25 2:30- 3:40

Media Center Fyffe/Moore/Hahn

Data Review from first semester and discussion about grades MTSS

March

6-9 3:50- 5:00

TBA Teachers/Admin.

PLCs – Create Benchmarks (School Net), Discipline Data, EVAAS, Walk through Data Talk, Target/schedule students for PTANK time

15 12:45- 2:25 2:30- 3:40

Media Center Fyffe/Moore/Hahn

What works so far? MTSS

April

3-6 3:50- 5:00

TBA Teachers/Admin.

PLCs – Evaluate Benchmark Data, Discipline Data, EVAAS, Walk through Data Talk, Target/schedule students for PTANK time

11 Planning blocks

TBA Admin. Best practices in using Learning Focused lesson plans so far & next steps

May

1-4 3:50- 5:00

TBA Teachers/Admin.

PLCs – Goal Summary Data, EVAAS, Walk through Data Talk, Target/schedule students for PTANK time

10 12:45- 2:25 2:30- 3:40

Media Center Fyffe/Moore/Hahn

Learning Focused next steps and take aways from first year MTSS