CCHSStrategicPlan 2016-19

CURRITUCK COUNTY SCHOOLS
DISTRICT STRATEGIC PLAN & IMPLEMENTATION MAP

CURRITUCK COUNTY HIGH SCHOOL
2016-2019
Currituck County Schools Mission:
Connecting with students, parents, and community, Currituck County Schools will provide a world class
educational system that produces students of character, prepared for the future.
Currituck County Schools Vision:

"Our goal is to teach and assess skills students will need to be productive and successful learners, workers, and
globally aware citizens." Students will be:
Growth minded and academically prepared;
Effective communicators and collaborators; and
Critical thinkers and problem solvers.
Currituck County Schools Beliefs:

Student learning and decisions will be:
Student Centered;
Data Driven;
Personalized; and
Collaborative.
Key Cabinet Members Responsible:
Mark Stefanik, Superintendent

Sandy Kinzel, Assistant Superintendent
Paul OBriant, Chief Information Officer
Virginia Arrington, Secondary Director
Doug Towle, EC/504 Director
Don Monroe, CTE Director
School Improvement Team Members Responsible:
Renee Dowdy, Principal

Juvanda Crutch, Assistant Principal
Phil Walls, Assistant Principal
Kevin Goins, Assistant Principal
Michael Sasscer, Assistant Principal
Melodie Janovetz, Parent Representative
Anita Poston, Parent Representative
Jamila Godfrey, Parent Representative
David Gift
Holly King
Kelsey Seibert
Kenya Robinson
Catie Page
Kim Crank
Lori Davis
Savanna Dean
Ann Rodgers
Don Monroe
Page 1 of 12

2016-2019
Snapshot of CCHS School Improvement Initiatives
Improvement Initiatives
Year 1
2016-17
Year 2
2017-18
Year 3
2018-19
Write - English II, Math I,

Biology PLCs (complete
by summer 2017)
Write - English, Math, Science,

Social Studies Departments
(complete by summer 2018)
Write - All Departments

(complete by summer 2019)
Invite and prepare all

departments for current
and future action
Monitor - English II, Math I,

Biology PLCs
Prepare all departments for
future action
2. Use Kid Talks as the system

to identify students in need of
targeted interventions
Coach each PLC on Kid

Talks
Introduce TIPS model
Use Kid Talks to communicate

about students needs
Use TIPS model to
document Tier 2 problemsolving
Align Kid Talks across all

departments
Use TIPS model to
document Tier 2/3
problem-solving
3. Learning Walks
Develop rubrics for
elements of core
instruction
Rubric for rigor
Rubrics for literacy,

differentiation
Rubrics for engagement,

communication
4. Create and implement

pre/post assessments (e.g., using
SchoolNet as a suggested tool)
for each unit within a content
area
English II, Math I, Biology

PLCs
English, Math, Science, Social

Studies Departments
All Departments

and future action

Biology PLCs
future action
5. Refine/create and publish

curriculum maps/units using the
Understanding by Design
framework as a guide to provide
all the necessary information for
teachers to build a lesson
English II, Math I, Biology

PLCs (completed summer
2017)
English, Math, Science, Social

Studies Departments
(completed summer 2018)

and future action

Biology PLCs
future action
6. Establish a vocabulary
program to build rigor and
reading comprehension
Identify commonly
misused words; develop a
vocabulary program
Align all departments and

implement vocabulary program
with fidelity
Assess impact of vocabulary

program
7. Define an instructional
framework
Establish a team and

conduct research
Develop a rubric for whole

group, small group and
individual instruction
Implement instructional
framework in all content
areas
8. Refine guidance curriculum
Find connections between

guidance and academic
curriculum
Align 21st Century skills with

academic,
social/emotional/behavioral
needs.
Implement comprehensive
guidance curriculum and
interdisciplinary lessons
1. Tier 1 Plans with S.M.A.R.T

goals
Monitor English, Math,

Science, Social Studies
Departments

Departments
All Departments (completed

summer 2019)
Departments
Page 2 of 12

2016-2019
Create an interdisciplinary
curricular map for lesson
development
Transforming Initiative 1: Implement MTSS processes for defining and delivering effective core
instruction, analyzing common assessment data to provide differentiated instructional
opportunities and problem solving for interventions needed for students academic and
behavioral success.
MTSS employs a problem-solving process that helps match instructional resources and focus to
educational needs; makes the instructional adjustments necessary for continued improvement in both
student academic performance and students rates of progress; and assesses the effectiveness of
instruction/interventions on student outcomes. (American Institutes for Research, Using a Response to
Intervention Framework to Improve Student Learning May 2013, weblink)
Alignment to State Board of Education Goals:
Every student graduates from high school prepared for work, further education and citizenship
Every student has a personalized education
Every student is healthy, safe, and responsible
Alignment to Currituck County Schools Beliefs and Goals:
Students will be:
Critical thinkers and problem solvers;
Growth minded and academically prepared; and
Effective communicators and collaborators.
TOOLS (YEARS 1-3):
MTSS Implementation Plan/Resources
TIPS Problem Solving Framework
EOC/NCFE Test Data
Instructional Rubrics
SchoolNet Common Formative Assessments

EVAAS Growth and Proficiency Data
Educator Handbook Data
Curriculum Maps/Pacing Guides
ARTIFACTS (YEARS 1-3):

1.
2.
3.
4.
5.
6.
7.
8.
9.
MTSS Implementation data and Fidelity Checklist

Tier 1 Plans
Curriculum maps
Common Formative Assessments
Kid Talks
Vocabulary Program
Guidance Curriculum
Instructional Framework
Rubrics for elements of core instruction and whole/small/individual instruction
Page 3 of 12

2016-2019
PHASE I (YEAR 1)
In Year 1 (2016-17), we will be successful if we accomplish:
All measurable objectives exceed the 50% threshold;

School performance on state assessments will show 5-8% growth in overall proficiency on school level
results
Increase the graduation rate to 95%
Improve NC Teacher Working Conditions Survey results in the areas of managing student conduct,
school leadership, and teacher leadership;
Develop a positive climate through PBIS initiatives and encouraging student and teacher leadership;
Plan a personal/social curriculum in addition to/within the existing academic curriculum - through
guidance initiatives - to address the processes needed to best learn 21st Century Skills.
Write Tier 1 plans to enhance core instruction specific to EOC courses;
Build common language and understanding (knowledge) of MTSS processes needed to offer targeted
interventions to students with identified needs;
Provide a structure within the learning environment to deliver Tier 1 & 2 interventions.
STRATEGIES:
1. Use data teams to create plans for continuous improvement through the MTSS Tier 1 school-wide
process;
2. Explicitly define elements of core instruction (i.e., communication, rigor, engagement, literacy,
differentiation) for classroom walkthroughs - working toward an instructional framework;
3. Increase interconnectedness between departments;
4. Decrease student misconduct by maintaining the integrity of the disciplinary program to protect
instructional time for all students with a discipline data review to refine the student code of conduct.
ANNUAL REVIEW AND REFLECTION

The School Improvement Plan must provide at least an annual process for review of the school improvement
plan by the school improvement team. The annual process must include a review of student scores from all state
and board mandated tests. The review allows SITs to modify the plan. SIPs will be modified when the school
has not met the expected growth score established by the state.
ANNUAL REVIEW AND REFLECTION - JULY 2017

PHASE II (YEAR 2) - CONTINUE YEAR 1 EFFORTS PLUS...
All measurable objectives exceed the 60% threshold);

School performance on state assessments will show 5-8% growth in overall proficiency (from year 1
results) on school level results;
Increase the graduation rate to >95%;
Write Tier 1 plans to enhance core instruction for English, Math, Science and Social Studies
departments;
Coach interventionists in Language Live for Reading intervention;
Enhance the structure within the learning environment to deliver Tier 1 & 2 interventions;
Develop a Tier 2 program of supplemental interventions for Reading and Math
Page 4 of 12

2016-2019
STRATEGIES:
1. Use data teams to monitor plans for continuous improvement through the MTSS Tier 1 school-wide
process;
2. Monitor and coach data conversations and action planning at the school level;
3. Administer school-based common pre-and post-assessments for each unit in each content area,
followed by data team analysis and interventions;
4. Define and develop an instructional framework (rubrics for whole group, small group and individual) for
school implementation.

PHASE III (YEAR 3) - CONTINUE YEAR 2 EFFORTS PLUS...

All measurable objectives exceed the 70% threshold;

School performance on state assessments will show 5-8% growth in overall proficiency (from year 2
results) on school level results;
Write Tier 1 plans to enhance core instruction for all content areas;
Implement with fidelity a Tier 2 program of supplemental interventions for Reading and Math;
Develop a Tier 3 program of intensive interventions for Reading and Math
STRATEGIES:
1. Implement an instructional framework (rubrics for whole group, small group and individual) for school
implementation, providing support for teachers through instructional coaches (identify in-house
resources, mentors) and the PLC structure;
2. Use Language Live with Reading interventionists

Page 5 of 12

2016-2019
*****
Transforming Initiative 2: Strengthen teacher effectiveness through high quality professional

development opportunities and provide sustained support in implementing teaching/learning
strategies aligned with district goals.
More than two decades of research findings are unequivocal about the connection between teacher
quality and student learning. Indeed, What Matters Most: Teaching for Americas Future (1996), the
influential report of the National Commission on Teaching and Americas Future, made teaching the
core of its three simple premises in its blueprint for reforming the nations schools. They are:
What teachers know and can do is the most important influence on what students learn.
Recruiting, preparing, and retaining good teachers is the central strategy for improving
our schools.
School reform cannot succeed unless it focuses on creating the conditions under which
teachers can teach and teach well. weblink
Every student, every day, has excellent educators
Every student has a personalized education
Student Learning and Decisions will be
Student-Centered
Data Driven
Personalized
Collaborative
Key Cabinet Member Responsible:

Virginia Arrington, Secondary Director
Doug Towle, EC/504 Director
Don Monroe, CTE Director
Anne Mackin, Human Resource Director
TOOLS (YEARS 1-3):

EOC/NCFE Data
Digital Learning Competencies
School Level Data Sources
NCEES Teacher/Administrator Evaluation Instrument

Staff Surveys of Professional Development Interest
ARTIFACTS (YEARS 1-3):

1.
2.
3.
4.
5.
Leadership Team and PLC minutes

SAM Data
Highly effective PLCs
Ropes Course / Team Building Activities
Learning Walks
Page 6 of 12

2016-2019
PHASE I (YEAR 1)
Staff Development is differentiated to meet the needs of staff;

A school-wide Growth Mindset initiative is discussed and planned;
Teachers will apply knowledge gained through professional development offerings as evidenced
through the NCEES instrument including the teacher evaluation process and professional growth plan;
School level PLCs will develop Tier 1 plans detailing instructional strategies to address needs identified
through the data analysis process
STRATEGIES:
1. Provide training and support for all instructional staff on data analysis for use in instructional planning
and differentiation. Data Literacy - Professional development for EOC teachers on how to collect,
analyze and use data to drive instruction;
2. Research the Growth Mindset model.
3. Develop and support highly effective PLCs by focusing on activities designed to build trust, model the
art of communication, foster collaboration, and promote a growth mindset;
4. School administration/guidance designs and implements staff team building activities with
personal/social components to assist with building relationships with students.

PHASE II (YEAR 2) - CONTINUE YEAR 1 EFFORTS PLUS...

Staff development is differentiated to meet the needs of staff and planned by staff;
A school-wide Growth Mindset initiative is incorporated in professional development sessions;
Teachers will sustain knowledge gained through professional development offerings as
evidenced by EVAAS teacher effectiveness and school growth index;
Offer all staff differentiated professional development on Understanding by Design;
School level PLCs will implement Tier 1 plans detailing instructional strategies to address
needs identified through the data analysis process and evaluate plans throughout the year.
STRATEGIES:
1. Professional development for Math, English, Science, and Social Studies departments on how to collect,
analyze and use data to drive instruction;
2. Staff designs and implements student team building activities with personal/social components to
assist with building relationships with one another and staff.
Page 7 of 12

2016-2019
PHASE III (YEAR 3) - CONTINUE YEAR 2 EFFORTS PLUS...

Sustainable professional development implemented by our own teacher leaders;

80% of staff members meet or exceed expected growth as measured by EVAAS;
Personal/social components are embedded in all aspects of our school culture;
A school-wide Growth Mindset is prevalent throughout school culture.
STRATEGIES:
1. Train leaders within departments to be instructional coaches;
2. School level PLCs will implement Tier 1 plans detailing instructional strategies to address needs
identified through the data analysis process, evaluating plans throughout the year and modifying
strategies as part of a continuous improvement cycle;
3. Professional development for all teachers on how to collect, analyze and use data to drive instruction


*****
Transforming Initiative 3: Align and allocate resources to goals and needs based on data.
Effective school districts ensure that the necessary resources, including time, money, personnel and
materials are allocated and aligned to accomplish the districts goals. Once these resources are
allocated, their use is monitored and evaluated to determine their impact on student achievement.
(Waters & Marzano, 2006)
Key Cabinet Member Responsible:

Laurie Trussell, Finance Officer
Anne Mackin, Human Resource Director
Page 8 of 12

2016-2019
Every school district has up-to-date financial, business, and technology systems to serve its
students, parents and educators
Student Learning and Decisions will be
Student-Centered
Data Driven
Personalized
Collaborative
TOOLS (YEAR 1-3):
NC School Executive Evaluation Instrument
NC Teacher Evaluation Instrument
Fiscal Management System
Comprehensive Needs Assessment
Master Schedule
Enrollment and ADM data
NC Self-Assessment of MTSS Implementation (SAM)
YEAR 1-3 (2016-19):

We will be successful if we accomplish:
Evaluating resources (fiscal, time, personnel) based on data, to include team meetings to review
programs and products;
Use EVAAS, NCEES, and common assessment data for personnel decisions (e.g., requesting additional
positions and/or reassigning personnel responsibilities);
Implement a master schedule that meets the needs of diverse learners;
Develop a process to best allocate financial resources for professional development based on analyzing
data (i.e., SAM, TWC, NCEES, EVAAS)
STRATEGIES:
1. (Time) Use the teacher evaluation process to discuss teacher effectiveness, areas of strength, and
professional growth opportunities;
2. (Time) Generate transparency by consistently facilitating department conversations on data and the
story they tell about student successes and teacher practices;
3. (Personnel) Identify teachers to assume leading and/or coaching roles for professional development;
4. (Money) Develop a strategic compensation plan to compensate teachers for their professional learning,
growth, effort, and leadership;
5. Allocate resources to provide enrichment opportunities for students
Strategies/Actions detailed here:

KEY ACTIVITY
PERSON(S) RESPONSIBLE
TARGET DATE ARTIFACTS
Use data to analyze

vacancies for essential need
and placement
Strategy(ies): 1
District and School leaders
2016-19
Staff hires, teacher

schedules
Page 9 of 12

2016-2019
Conduct regular leadership
team and department
meetings to review
proficiency and growth data
to analyze the hybrid
schedules impact
Strategy(ies): 2
School Leadership Team

and Departments
Monthly
through 2019
Align staff strengths with

professional development
needs and develop a process
for measuring professional
development effectiveness
Strategy(ies): 3, 4
All Staff and School

Leadership Team
2016-19
Allocate funds for Tier 2/3

interventions and further
development of a strong
supplemental support
system
School Leadership and

MTSS Team
2016-19
Quarterly reports
including academic
performance data

The school Improvement Plan must provide at least an annual process for review of the school improvement
ANNUAL REVIEW AND REFLECTION - JULY 2017-19
WAIVERS
THE SCHOOL IMPROVEMENT PLAN MAY INCLUDE REQUESTS FOR WAIVERS FOR STATE LAWS, RULES, OR
POLICIES FOR THAT SCHOOL. A REQUEST FOR A WAIVER SHALL MEET THE REQUIREMENTS OF G.S. 115C105. (REQUESTS OF THIS NATURE MUST BE SUBMITTED AND APPROVED BY THE LOCAL BOARD OF
EDUCATION PRIOR TO IMPLEMENTATION OR INCLUSION IN THE SCHOOL IMPROVEMENT PLAN.)
IN ACCORDANCE WITH A SCHOOL IMPROVEMENT PLAN ACCEPTED UNDER G.S. 115C-105.27, STATE
FUNDS ALLOCATED FOR CLASSROOM MATERIALS/INSTRUCTIONAL SUPPLIES/EQUIPMENT MAY BE
TRANSFERRED ONLY FOR THE PURCHASE OF TEXTBOOKS; OR STATE FUNDS ALLOCATED FOR TEXTBOOKS MAY
BE TRANSFERRED ONLY FOR THE PURCHASE OF INSTRUCTIONAL SUPPLIES, INSTRUCTIONAL EQUIPMENT, OR
OTHER CLASSROOM MATERIALS.
Page 10 of 12

2016-2019
OTHER PLANS REFERENCED OR INCLUDED
THE SCHOOL IMPROVEMENT PLAN SHALL INCLUDE A PLAN TO:
ADDRESS SCHOOL SAFETY (NOT PUBLISHED) AND DISCIPLINE CONCERNS;
PROVIDE A DUTY-FREE LUNCH PERIOD FOR EVERY TEACHER ON A DAILY BASIS OR AS OTHERWISE
APPROVED BY THE SCHOOL IMPROVEMENT TEAM; AND
PROVIDE DUTY-FREE INSTRUCTIONAL PLANNING TIME FOR EVERY TEACHER UNDER G.S. 115C-301.1,
WITH THE GOAL OF PROVIDING AN AVERAGE OF AT LEAST FIVE HOURS OF PLANNING TIME PER WEEK.
COMMITMENT TO THE WORK
This document reflects the work of the School Improvement Team, Principal, Assistant Principal(s) and
staff subcommittees and teams. The plan will serve as a guide as the school works toward increasing
academic achievement for ALL students. It will be continually monitored, evaluated and updated.
SCHOOL IMPROVEMENT TEAM MEMBERS:
Name
Role/Position
Date of Election to Team
Renee Dowdy
Principal
May 17, 2016
Don Monroe
CTE Director
May 17, 2016
Juvanda Crutch
Assistant Principal
May 17, 2016
Phil Walls
Assistant Principal
July 1, 2016
Kevin Goins
Assistant Principal
May 17, 2016
Michael Sasscer
Assistant Principal
May 17, 2016
Melodie Janovetz
Parent Representative
May 17, 2016
Anita Poston
May 17, 2016
Jamila Godfrey
May 17, 2016
David Gift
Teacher
May 17, 2016
Holly King
Teacher
May 17, 2016
Ann Rodgers
Teacher
May 17, 2016
Catie Page
Teacher
May 17, 2016
Kenya Robinson
Teacher
May 17, 2016
Kim Crank
Teacher
May 17, 2016
Page 11 of 12

2016-2019
Kelsey Seibert
Guidance Department
May 17, 2016
Savanna Dean
EC Teacher
May 17, 2016
Lori Davis
EC Teacher
May 17, 2016
SIGNED BY:
_RENEE DOWDY___________________________
PRINCIPAL
_CATIE PAGE AND HOLLY KING ________________

C0-CHAIRS, SCHOOL IMPROVEMENT TEAM
_11/23/16______________________
DATE
_11/23/16_________________________
DATE
THIS PLAN WAS PRESENTED TO THE STAFF FOR REVIEW AND APPROVAL ON NOVEMBER 22, 2016.
THE RESULTS ARE AS FOLLOWS: THE 2016-19 SCHOOL IMPROVEMENT PLAN WAS SUPPORTED UNANIMOUSLY BY THE
CCHS STAFF.
Page 12 of 12

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CURRITUCK COUNTY SCHOOLS

DISTRICT STRATEGIC PLAN & IMPLEMENTATION MAP

Currituck County Schools Vision:

Currituck County Schools Beliefs:

Key Cabinet Members Responsible:

Mark Stefanik, Superintendent

School Improvement Team Members Responsible:

Renee Dowdy, Principal

CURRITUCK COUNTY SCHOOLS

Write - English II, Math I,

Write - English, Math, Science,

Write - All Departments

Invite and prepare all

Monitor - English II, Math I,

2. Use Kid Talks as the system

Coach each PLC on Kid

Use Kid Talks to communicate

Align Kid Talks across all

Rubric for rigor

Rubrics for literacy,

Rubrics for engagement,

4. Create and implement

English II, Math I, Biology

English, Math, Science, Social

Invite and prepare all

Monitor - English II, Math I,

5. Refine/create and publish

English II, Math I, Biology

English, Math, Science, Social

Invite and prepare all

Monitor - English II, Math I,

Align all departments and

Assess impact of vocabulary

Establish a team and

Develop a rubric for whole

8. Refine guidance curriculum

Find connections between

Align 21st Century skills with

1. Tier 1 Plans with S.M.A.R.T

Monitor English, Math,

Monitor English, Math,

All Departments (completed

CURRITUCK COUNTY SCHOOLS

SchoolNet Common Formative Assessments

ARTIFACTS (YEARS 1-3):

MTSS Implementation data and Fidelity Checklist

CURRITUCK COUNTY SCHOOLS

All measurable objectives exceed the 50% threshold;

ANNUAL REVIEW AND REFLECTION

ANNUAL REVIEW AND REFLECTION - JULY 2017

All measurable objectives exceed the 60% threshold);

CURRITUCK COUNTY SCHOOLS

ANNUAL REVIEW AND REFLECTION

ANNUAL REVIEW AND REFLECTION - JULY 2018

PHASE III (YEAR 3) - CONTINUE YEAR 2 EFFORTS PLUS...

All measurable objectives exceed the 70% threshold;

ANNUAL REVIEW AND REFLECTION

ANNUAL REVIEW AND REFLECTION - JULY 2019

CURRITUCK COUNTY SCHOOLS

Transforming Initiative 2: Strengthen teacher effectiveness through high quality professional

Mark Stefanik, Superintendent

TOOLS (YEARS 1-3):

NCEES Teacher/Administrator Evaluation Instrument