School Improvement Plan - schools.cms.k12.nc.usschools.cms.k12.nc.us/vanceHS/Documents/Zebulon B...

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Zebulon B. Vance HS School Improvement Plan Report

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Zebulon B. Vance High School Contact Information

School: Zebulon B. Vance High School Courier #: 592

Address:

7600 IBM Drive Phone Number: 980-343-5284

Charlotte, NC 28262 Fax Number: 980-343-5286

Learning Community: Beacon Learning Community School Website: http://schools.cms.k12.nc.us/vanceHS/Pages/Default.aspx

Principal: Kit Rea

Learning Community Superintendent: Dr. Kondra Rattley

Zebulon B. Vance HS 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.”

Committee Position Name Email Address Date

Elected

Principal Kit Rea [email protected] 8/30/17

Assistant Principal Representative Leisa Christian [email protected] 8/30/17

Teacher Representative Sara Perkins [email protected] 8/30/17

Support Staff Representative Barrett Wade [email protected] 8/30/17

Inst. Support Representative Carol Spisak [email protected] 8/30/17

Teacher Assistant Representative Julius Benford [email protected] 8/30/17

Parent Representative Rhonda Odom [email protected] 8/30/17

Parent Representative Shelina Dover [email protected] 8/30/17


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Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Zebulon B. Vance prepares every child, every day, in every way for success in college and career choices

beyond high school.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Our mission at Vance High School is to graduate young adults who are self-directed, intellectually engaged

citizens ready for college, career, and life.

Zebulon B. Vance HS Shared Beliefs

● All students can learn and achieve at a high level.

● Open channel of communication among faculty, students

and parents is vital to cultivating student respect,

responsibility, and independence.

● A commitment from all stakeholders creates a safe and

nurturing environment for students through academic

performance, extracurricular, involvement, positive

behavior, and respect for diversity.

● A secure and supportive climate fosters school pride and

citizenship.

● High academic standards motivate students to realize their

highest potentials.

● Cross-curricular instruction and utilization of technology will

prepare students for future challenges in work and life.

● Providing teachers and staff with resources and

professional development opportunities promote individual

and instructional growth.

● Support from local businesses, universities, and community

organizations help students develop life skills and decorum

necessary for success in a diverse community.


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Zebulon B. Vance HS SMART Goals

● Provide a duty-free lunch period for every teacher on a daily basis by strategic scheduling.

● Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of

proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper

supervision of students may allow during regular student contact hours.

● Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of

bullying and harassing behaviors.

● Increase the graduation rate from 90.8% to 92% by strategically working with students who are off track to graduate on

time.

● Increase proficiency on all EOCs through the use of PLC protocols for planning and data days to ensure internal and

external alignment and differentiated support around the mastery of standards:

o Math I: GLP: 45% and CCR: 30%

o Biology: GLP: 33% and CCR: 20%

o English II: GLP: 50% and CCR: 37%

● Increase Academic Expectations Index on Insight Survey by utilizing Coaching Cohorts to give consistent, individual

feedback around the rigor trajectory in classrooms: Fall: 7.4 and Spring: 7.6

● Decrease days of OSS assigned 10% each semester by utilizing restorative practices, alternatives to suspension when

appropriate, mediations, and increased communication between home and school: 1st semester: 810 or lower and 2nd

Semester: 749 or lower

● Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate

college- and career-ready.


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Zebulon B. Vance HS Assessment Data Snapshot


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Zebulon B. Vance HS Profile

Zebulon B. Vance High School is a comprehensive high school located in the University Research Park in Charlotte, North

Carolina. Vance High School offers a variety of courses, at different interest and learning levels, in order to meet the needs

of all students and help students achieve academic and personal success. The school’s Advanced Placement course

offerings include: English Literature and Composition, English Language and Composition, Calculus AB, Spanish

Language, U.S. History, Psychology, and Human Geography. In honors classes, the course content, pace, and academic

rigor place high expectations on the student and meet the new standards specified by the North Carolina Honors Course of

Study. These courses demand greater independence and responsibility on the part of the student while providing the

credits needed to earn a high school diploma. Our faculty includes 124 certified staff members, including four assistant

principals, two deans of students, five counselors, one instructional accountability facilitator, one academic facilitator, a

career development coordinator, one school social worker, and one nurse. Over 37% of the staff has advanced degrees,

and almost 20% of our staff has over a decade of experience in education. Zebulon B. Vance High School’s transformation

process has included ongoing partnership development with organizations such as TIAA and Elevation Church. This

ensures a comprehensive process that reflects the school’s goal of an engaged school community.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Four focus areas: I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce

Five focus areas: I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child

Three focus areas: I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Five focus areas: I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Four focus areas: I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service.

Strategic Plan Focus Area: III. Social and emotional health

Data Used: TNTP Survey Data and Insight Data

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. The third block of the master schedule for Zebulon B. Vance High School reflects 120 minutes.

Carol Spisak, Academic Facilitator

Index of teacher respondents (through Insight data) indicating that the instructional planning processes at Zebulon B. Vance High School is a satisfying experience that results in increased levels of academic rigor

N/A Instructional Staff

August, 2017 - June, 2018

Fall 2017

Spring 2018

2. This allows for 90 minutes of instructional time and 30 minutes for lunch.


Index of teacher respondents (through Insight data) indicating that the instructional planning processes at Zebulon B. Vance High School is a satisfying experience that results in increased levels of academic rigor.



Fall 2017


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Spring 2018

3. Teachers, who have planning during this extended time, provide support for student supervision on a rotating basis.





Fall 2017

Spring 2018

4. Teacher with planning 2nd block who do not have any other duty provide support for student supervision on a rotating basis.





Fall 2017

Spring 2018


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforce.

Strategic Plan Focus Area: II. Individualized Professional Development

Data Used: Master Schedule, End-of-Course Assessments





Personnel Involved


Interim Dates

1. Create a master schedule that reflects 90 minutes of planning time per day for every teacher.

Assistant Principal/ Courtlyn Reeves

Students at Zebulon B. Vance High School will meet or exceed growth goals for English II, Biology, and Math I with an increase in proficiency for GLP and CCR as follows: English II will increase GLP to 50% and CCR to 37%, Math 1 will increase GLP to 45% and CCR to 30%, and Biology will increase to GLP to 33% and CCR to 20%. This aligns with our goals in our 90 Day Plan.



10/2017

12/2017

3/2018

5/2018


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2. Invite department chairpersons to planning meetings to provide support in the planning process

Academic Facilitator, Carol Spisak (Science)

Assistant Principal, Andre Dixon (Math)

Assistant Principal, Leisa Christian (English)




10/2017

12/2017

3/2018

5/2018

3. Invite district support staff to planning meetings to provide support in the planning process.

Assistant Principal/ Courtlyn Reeves




10/2017

12/2017

3/2018

5/2018


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service.

Strategic Plan Focus Area: I. Physical Safety

Data Used: Title IX Student Survey Results

Strategies (determined by what data) ● Task ● Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Utilize the Intervention Team to identify at-risk students, and generate solutions.

Assistant Principal, Amber Handy

Evidence will be based on monthly Intervention Team Report.

N/A All staff August, 2017 - June, 2018

Interim check-ins

ongoing as needed

2. Character Education

Anti-cyberbullying Campaign

Use community program in conjunction with school staff to

Steven Carmichael, Principal Intern/Principal Fellow

Student survey will show a 10% increase of positive responses to feeling safe at school.


Interim check-


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create connections of support for the anti-bullying initiative:

PAWS: Communities in School, Right Moves for Youth

Student survey will show a 10% increase of positive responses to feeling safe at school.

ins

ongoing as needed

3. Healthy Active Child 30 min.

Athletic Director, Carlos Richardson

Scheduled into the school day

N/A All Staff August, 2017 - June, 2018

Interim check-ins

ongoing as needed

4. School Health Team School Health Team will be formed comprised of varied staff members across all areas of the school.

Athletic Director, Carlos Richardson

Student surveys will reflect a 10% increase in positive responses to the sense of well-being at school.


Interim check-ins

ongoing as needed


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SMART Goals: 90-Day Plan Goals.

Strategic Plan Goal:

Strategic Plan Focus Area:

Data Used:

Strategies (determined by what data)

Task

Task

Task (PD)




Personnel Involved


Interim Dates

1.

2.

3.

4.

See 90-Day

Plan


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The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

Our mission at Vance High School is to graduate young adults who are self-directed, intellectually engaged citizens ready for college, career, and life. We will accomplish this by increasing all stakeholders’ capacity in three areas: Instructional Culture, Student Culture, and Staff Culture.

GOAL SETTING:

Goals 2016-2017 RESULTS 2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 Increase graduation rate 90.87% 92% GSI Reporting, credit recovery opportunities, strategic placement

of students at Cougar Academy

5 Increase GLP and CCR in Math I

GLP: 40.46%

CCR: 27.48%

GLP: 45%

CCR: 30%

Interim Assessment data, exit tickets/mini-assessment data, PLC

data discussions

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Increase GLP and CCR in Biology

GLP: 28.18%

CCR: 16.96%

GLP: 33%

CCR: 20%


data discussions

7 Increase GLP and CCR in English II

GLP: 39.52%

CCR: 26.43%

GLP: 50%

CCR: 37%


data discussions

90-DAY ACTION

PLAN


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8 Increase Academic Expectations index on Insight

Fall: 7.3

Spring: 6.9

Fall: 7.4

Spring: 7.6

Teacher survey responses on Fall Insight 2017 and Spring

Insight 2018

9 Decrease days of OSS assigned 10% each semester

1st sem: 899

2nd sem: 832

1st sem: 810

2nd sem: 749

Use of Cougar Academy, in-school suspension program,

behavior modification technicians, ongoing discipline reporting


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90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Instructional Planning and Delivery

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

We will streamline the effectiveness of all content area professional learning communities.

School Leader Responsible:

Leisa Christian

Amber Handy

Carol Spisak

Desired Outcome: (What will be different if you are successful in addressing this priority?)

We will see the execution of high functioning PLCs from strong PLC leadership. High functioning PLCs will collaboratively plan curriculum-aligned lessons, analyze standards and alignment with assigned activities, analyze student work, and utilize data tracking systems to determine student mastery and plan for intervention.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this

hypothesis?) In the 2016-2017 school year, we increased our administrative involvement in PLCs; however, instructional planning continued to lack depth in the analysis of data and the appropriate planning of instruction based on student progress. There was not consistent planning of instruction around grade level objectives and complex texts and tasks were not consistently utilized. The evidence is that we did not accomplish our goals around our EOCs last year.

ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome

(Focus on teacher practice and systems & processes)

Person

Completing Action

Timeline Resources Needed / Source

Templates and training for effective PLC meetings, including alignment of strategies and interventions for struggling students, students who have mastered concepts, and students in our targeted subgroups, such as students in our EC and ESL programs.

Amber Handy

Jodie Whittington

August 2017 – January 2018

Time on teacher workdays, follow up through the year

Templates and training for analysis of standards and alignment of standards

in planning and lesson delivery. This includes implementation of ILT learning

and the ILT process and high-yield strategies.

Leisa Christian

LaShauna Quarles


Time on teacher workdays, follow up throughout the year


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Provide training and implementation plans for teachers to utilize exit tickets

and/or mini-assessments to analyze student progress and plan next steps.

Carol Spisak August 2017 – January 2018

Time on teacher workdays, follow up throughout the year

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

September

2017

Professional development executed for PLC expectations, data tracking, and technology resources (Copies of PD/Training Materials & Dates)

January 2018 Full implementation of expected PLC norms, mastery tracking, and technology use by all core content PLCs (Copies of PLC Minutes & Dates)

October 2017

November

December 2017

January 2018

CIA #1 Results

Insight survey results regarding Academic Expectations

CIA #2 Results

EOC Results: Math 1

English 2

Biology


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Continuous Improvement Initiative Focus Area (Big Rock): Instructional Planning and Delivery


During the 2016-2017 school year, some teachers received consistent feedback from school leaders; however, not all teachers were a member of a cohort that received consistent, deep feedback that lead to increases in student achievement and teacher growth. Additionally, teachers reported a desire to continue to participate in differentiated professional development aligned to leadership’s expectations. They also indicated that the PD that was most effective was PD led by colleagues.


Courtlyn Reeves

Andre Dixon

Steven Carmichael

Desired Outcome: (What will be different if you are successful in addressing this priority?)

Each administrative team member will adopt a coaching cohort through which consistent, quality feedback will be provided. We will provide differentiated professional development through Cougar College on two tracks – rigor and management.


hypothesis?) During the 2016-2017 school year, there was some inconsistency of consistent walkthroughs and coaching of a wide-variety of teachers by school administrators. Teachers did not consistently receive deep, meaningful feedback that would improve student outcomes.



Person

Completing Action


Implement differentiated Cougar College based on rigor trajectory and management trajectory while capitalizing on teacher leadership within the building.

Andre Dixon

LaShauna Quarles


Cougar College needs assessment for staff, presenters on high level strategies, walkthrough and evaluation data

Implement cohort model across the school for coaching and evaluation of Courtlyn Reeves August 2017 Get Better Faster framework


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teachers, including training the administrative team and utilizing an evolving

walk-through tool.

– January 2018

(Paul Bambrick Santoyo)

Analyze walk-through data and coaching information to identify professional

development needs and consistency of walkthroughs.

Carol Spisak August 2017 – January 2018

Walkthrough template and responses, walkthrough tracking system


November 2017 Increase in Insight survey results regarding Academic Expectations, Professional Development, and Observations and Evaluations

Monthly 2017-18 Walkthrough Data Monthly 2017-18 Teacher Survey Data for PD provided


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Continuous Improvement Initiative Focus Area (Big Rock): Climate and Culture


We did not effectively utilize our BMTs which caused our Dean of Students to spend too much time dealing with small discipline concerns.


Audrey Lee Bost

Courtney Blake Desired Outcome: (What will be different if you are successful in addressing this priority?)

Our BMTs will be the first line of response when students receive referrals or are removed from class. This will free our Deans up to work with more serious discipline concerns and increase opportunities for them to provide mediations between specific teachers and individual students.


hypothesis?) Many of the students who promote a negative student culture regarding behavior are students off-track from graduation who need a character- and mentor-based learning experience with 1-on-1 academic intervention. During the 2016-17 year, Deans of Students were unable to efficiently address disciplinary concerns and positively impact classroom instruction.



Person

Completing Action


Identify and place a critical mass of off-cohort students into the Cougar Academy opportunity at Vance High School and schedule accordingly

Jodie Whittington August 2017 – January 2018

GSI document, student transcripts

Implement a first-responder system for disciplinary concerns across all grade

levels utilizing our behavior modification technicians at Vance. Implement an

effective in-school suspension program.

Audrey Lee Bost August 2017 – January 2018

School-wide Discipline Plan

Implement alternatives to suspension, including mediations, restorative Courtney Blake August 2017 Restorative Practices


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meetings, and parent involvement opportunities – January 2018

framework, mediation contracts


August 2017 Enrollment of 30-45 students in Cougar Academy

January 2018 Decrease OSS days by 10% each semester based on 2016-2017 semester data

January 2018 Documentation of mediations conducted


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: See 90 Day Plan for SMART Goals





Personnel Involved


Interim Dates

1. Common assessments

PLCs meet weekly to develop CIAs

Pre- and post- assessments aligned to objectives

Admin Team (assigned by content area)

Common Formative Assessment Data Trackers

N/A Admin Staff All Instructional Staff


10/2017

12/2017

3/2018

5/2018

2. Data disaggregation

PLCs meet weekly to disaggregate data

Instructional presentations are organized for assessment prompts throughout the lessons


Data Trackers

Improvements in Student Outcomes on CIAs

DDI Professional Development



10/2017

12/2017

3/2018

5/2018


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Students are organized into targeted group based upon identified needs

PLC Leadership

3. Flexible grouping

Flexible groups will be designed based upon results of weekly data analysis during PLC meetings


Increase in student objective mastery of required skills to demonstrate on all end-of- course assessments



10/2017

12/2017

3/2018

5/2018

4. Additional learning opportunities

Relooping after CFAs, CIAs, and exit tickets

Small group instruction

Use of SRTs to pull data and identify reteaching groups

PLC Leads, SRTs in Math I and English II

Common Formative Assessment Data Trackers

NA All staff August, 2017 - June, 2018

10/2017

12/2017

3/2018

5/2018


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5. Late and make-up work

Process for parents/guardians/students to request make up work for absences

Attendance tracking





10/2017

12/2017

3/2018

5/2018

6. Grade Reporting

Teachers will keep grades up-to- dates in Power School

Progress Reports will be given each quarter



N/A All Staff August, 2017 - June, 2018

10/2017

12/2017

3/2018

5/2018


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Zebulon B. Vance HS - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

● Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

● 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals. ● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.


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School Improvement Plan - schools.cms.k12.nc.usschools.cms.k12.nc.us/vanceHS/Documents/Zebulon B...

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