Jkhs 2016-17 Sip

2016-2017 School Improvement Plan
LEA or Charter Name & Number:

School Name & Number:
School Address:
Plan Year(s):
Date prepared:
Duplin County Schools (#310)

James Kenan High School (#352)
1241 NC Hwy 24 & 50
Warsaw, NC 28398
2016-2017
August 25, 2016
Principal Signature:
Michael Holton
November 15, 2016
Typed Name
Approval Date
Typed Name
Approval Date
Local Board Approval Signature:
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*
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Assistant Principal
School Improvement Plan
Name
Michael Holton
Jackie Newton
Wendy Lanier
Sharnell Dixon
Della Jones
Carlette Bledsoe
Brian Jones
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State Board of Education Goals: Future-Ready Students for the 21st Century
Goal 1: Every student in the NC Public School System graduates from high school prepared for work, further education
and citizenship.
Goal 2: Every student has a personalized education.
Goal 3: Every student, every day has excellent educators.
Goal 4: Every school district has up to date financial, business, and technology systems to serve its students, parents
and educators.
Goal 5: Every student is healthy, safe, and responsible.
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School Vision and Mission Statements for James Kenan High School
Vision:
Graduating every James Kenan High School student prepared for success in college, careers and life.
Misson:
Inspiring students to become lifelong learners, prepared for success in college, careers and life.
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2016 Self -Assessment Data Analysis
Phase 1: Data Collection and Review

To guide your schools data review, research and include all data requested under each the Design Principles below.
Data that is level-specific will be labeled (i.e. elementary, middle, high school). Also include any additional schoolspecific data that applies to each Design Principle. Do not provide a list of what you are doing; instead, evaluate what
you are doing and include effectiveness data in this section. Also remember that there are four types of data
(demographic, performance, process, and perception). Schools should collect all of the data requested prior to the
submission deadline.
Note: Major subgroups consist of race (black, Hispanic, white), students with disabilities (SWD), economicallydisadvantaged students (EDS), limited English proficient (LEP)
Self-Assessment Data Analysis
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Ready for College and Careers
Number of college-themed field trips and total number of students attending each trip.
Destination
Grade/Group
Date
# of Students
Wayne Community College
CTEstudents
9/22/2015
30
University of Mount Olive
FFA students
9/24/15
15
NCCU
11-12 grade
10/2/15
12
Kenan Auditorium
12
10/16/15
130
University of Mount Olive
10/27/15
123
Campbell University
12
11/12/15
15
NC State
12
11/17/2015
17
East Carolina
12
11/19/2015
22
9-12
11/21/2015
12
11/24/2015
14
9-12
2/11/16
27
UNCW
12
3/1/2016
81
Methodist University
10
3/1/2016
73
JSCC
9-12
4/14/2016
24
NCCU
11
4/20/2016
79
Central Carolina Community College

Fayetteville State
NC State
Number of college- and career-themed guest speakers and total number of students impacted with each session
Speaker
Grade/Group
Date
# of Students
Brooke Vann
9-12
9/25/15
35
Tim Woodward
11-12
10/20/15
10
12
11/19/15
9-12
9/18/15
50
Catawaba Admission
11
10/19/2015
60
Fayetteville State University Admissions
12
11/13/15
40
Cape Fear Community College Admissions
12
11/30/15
10
William Peace University Admissions

Kayla Howell
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College Readiness: Number tested and percentage of students college-ready on each section of the EXPLORE (8th
grade), PLAN (10th grade), ACT (11th grade)
EXPLORE (8th Grade)

2012-13
2013-14
2014-15
# Tested
% Met
Benchmark
# Tested
% Met
Benchmark
# Tested
% Met
Benchmark
English (Minimum 13)
154
29.8%
191
135
31.6%
Reading (Minimum 16)
154
18.3%
191
135
18.8%
Mathematics (Minimum 17)
154
21.5%
191
135
6%
Science (Minimum 18)
154
14.7%
191
135
5.3%
College Readiness: Number tested and percentage of students college-ready on each section of the EXPLORE (8th
grade), PLAN (10th grade), ACT (11th grade)
PLAN (10th Grade)

2013-14
2014-15
2015-16
# Tested
% Met
Benchmark
# Tested
% Met
Benchmark
# Tested
% Met
Benchmark
186
25.8%
156
24%
155
33.5%
186
14.0%
156
9%
155
18.1%
186
7.0%
156
15%
155
11.6%
186
5.4%
156
11%
155
12.3%
ACT (11th Grade)

2013-14
2014-15
2015-16
# Tested
% Met
Benchmark
# Tested
% Met
Benchmark
# Tested
% Met
Benchmark
131
16%
145
23%
143
22.4%
131
5%
145
10%
143
14.7%
131
8%
145
15%
143
5.6%
131
<5%
145
6%
143
11.2%
Composite (Minimum 17)
131
10%
145
31%
143
44.1%
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Description of processes/programs designed to promote college and career readiness, effectiveness data of these
processes/programs (e.g. summary of National Early College Week, College Colors Day, College Decision Day, schoollevel Career Fair, other school level preparation and/or celebrations, etc.)
Process/Program(s) Description
Practice ACT given to 9th and 10th grade students once and 11th grade students 3 times. All students were assigned to
an Advisory where ACT, PLAN and other College and Career content was taught/reviewed/shared with all students. All
students attended college field trips during the year and attended college admissions presentations. Students
completed college applications (mock at grades 9-11) at all grade levels to increase their understanding of college
requirements and the application expectations. All students were taught Advisory lessons focused on ACT strategies and
the proper way to prepare and take the ACT.
Effectiveness Data
We had 100% of all seniors apply to college, and had over $2 million dollars awarded in scholarships this year. Our ACT
composite also went up 13%. Indications are that many of the strategies had a positive impact. Only 17% of our juniors
were predicted to score a
level 17 on the ACT, however, 41% scored a level 17. This was the greatest increase between the predicted proficiency
and the actual achieved proficiency we have experienced with any junior class. More seniors this year were accepted
into college than any other year in school history.
College course enrollment (high school) number of students enrolled, performance data, number of students
eligible for college courses, etc. (See College and Career Liaisons for this information)
College Transfer Pathway (11th/12th Graders Only)

2011-12
2012-13
2013-14
2014-15
2015-16
17
20
20
236
27
21.0%
31.0%
16%
9.3%
9.64%
17
24
21
22
27
Percent Passing
92.0%
91.6%
88.5%
90.6%
91.8%
Percent C or Higher
77.0%
83.3%
80.0%
84.5%
90.16%
2011-12
2012-13
2013-14
2014-15
2015-16
N/A
118
132
236
107
N/A%
36%
49%
50%
38.2%
Number of students
enrolled in CTE
Pathway Courses
14
118
29
Course Passing Rate
0%
0%
81.8%
86.9%
55.1%
Percent C or Higher
0%
0%
63.6%
79.6%
52.04%
Number Eligible
Percent Eligible
(11th/12th Grade)
Number of students
enrolled in College
Transfer Courses
CTE Pathway (11th/12th Graders Only)

Number Eligible
Percent Eligible
(11th/12th Grade)
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10th Graders
2015-16
Number Eligible (Based on
EXPLORE Scores)
27
Percent Eligible
18%
Number of students
enrolled in College Transfer
Courses
Course Passing Rate
100%
Percent C or Higher
100%
Early College
2011-12
2012-13
2013-14
Number Eligible
Percent Eligible
2014-15
2015-16
236
%
Number of students
enrolled in College
Courses
n/a%
45
Course Passing Rate
95%
Percent C or Higher
78%
Advanced Placement enrollment (high school) number of students enrolled in each AP course offered,
performance data by AP course, number of college credit attainment through AP, etc.
Advanced Placement Courses

2011-12
2012-13
2013-14
2014-15
2015-16
Number of Students
Enrolled
56
74
55
61
56
Total Number of Classes

Taken
71
87
68
Percentage of TestTakers that Scored 3 or

Higher on AP Exam
8.0%
10.0%
N/A%
10%
Percent Passing Class (HS

Grade)
82.0%
88.0%
85.0%
93%
94%
Percent C or Higher in
Class (HS Grade)
79.0%
80.0%
78.0%
93%
94%
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Number/Percentage of seniors to accepted to at least one college (high school)

2013-14
2014-15
2015-16
Number of seniors
117
138
130
Number of seniors accepted to at least one

college
41
62
80
Percentage of seniors accepted to at least

one college
45%%
62%
SAT average score and 3-year trend data (high school)
Number of Students Tested

Average SAT Score
2013-14
2014-15
2015-16
66
75
1200
1220
1050
Percent of juniors/seniors taking SAT (high school)

2013-14
2014-15
2015-16
Number of Juniors/Seniors Enrolled
270
242
282
Number of Juniors/Seniors Completing SAT
66
75
Percent of Juniors/Seniors Completing SAT
41.0%
25.4%
3.2%
Additional school-specific data as related to Ready for College and Careers
Additional School-Specific Data for Ready for College:

Juniors were given an ACT prep course during a 2 month period in Advisory before taking the ACT in February.
All teachers were required to include one ACT question in every lesson during the Bellringer portion of the lesson.
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Require Powerful Teaching and Learning
Classroom Walkthrough Data how many walk-through observations conducted, summary data for each indicator
on walk-through form (see principal for summary spreadsheet)
Number of Walkthroughs Documented on Google Form in

Current School Year
69
Summary of Data from Summary Spreadsheet (i.e. Include trends and overall conclusions please do not copy and paste
data or provide link to data):
Most teacher had their learning objective posted and the students were engaged. Used teamwork and classroom talk
more often than any other strategy. Teachers used scaffolding the least. STEM consistently showed as a strength
among the faculty and staff with many joint projects being facilitated across the campus each semester. Critical
Thinking showed an increase in the higher levels (IV, V and VI) over the past two years (more than doubled).
BT Data total number of BT 1, BT 2, BT 3, percentage of BTs at the beginning/early steps/growing innovations/new

paradigms levels on the beginning of year and end of year BT assessment, using the Powerful Teaching and Learning
Rubric.
Beginning of Year
End of Year
7
8
0
51%
37%
12%
0%
9
8
0
12.5%
37.5%
50%
0%
Number of BT 1 Teachers
Total Percentage of BTs at Beginning Stage
Total Percentage of BTs at Early Steps
Total Percentage of BTs at Growing Innovations
Total Percentage of BTs at New Paradigms
Summative Performance Data (EOG, EOC, CTE). Include proficiency and growth index for students by grade/course
and major subgroups. Include a separate chart for each EOG, EOC, or CTE Post-Assessment administered at your
school.
Test 1 English II
2012-13
Mean NCE Gain
Overall Proficiency
Black Students (Proficiency)
Hispanic Students (Proficiency)
White Students (Proficiency)
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
N/A
36.1%
29.1%
36.4%
51.4%
33%
31.8%
<5%
38.2%
22.8%
28.3%
66.6%
<5%
<5%
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2014-15
2015-16
34.3%
28.6%
36.1%
52.8%
9.1%
28%
17.5%
+1.1
44.3%
34.7%
40.6%
71.0%
12.5%
40.1%
6.7%
1/12/17
Test 2 Biology
2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
-.5
15.1%
13.3%
10.9%
25.6%
18.2%
14.3%
<5%
2014-15
2015-16
<5%
20.2%
27.4%
23.2%
48.3%
<5%
30.9%
<5%
+2.4
30.1%
24.7%
28.6%
47.1%
5.9%
28.8%
7.1%
2013-14
2014-15
2015-16
+1.8
26.2%
20.0%
25.0%
41.7%
<5%
23.4%
13.6%
2015-16
13.5%
9.8%
20%
38.7%
<5%
Test 3 Math I
2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
14.5%
15.9%
6.8%
22.2%
16.0%
13.3%
<5%
28.7%
<5%
13.7%
21.7%
<5%
<5%
14.5%
20.9%
28.4%
73.3%
59.1%
28%
15.4%
2012-13
2013-14
2014-15
Test 4 Agriscience Applications

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
83.3%
62.5%
27.7%
90.1%
<5%
45.7%
<5%
50%
80%
80%
54.7%
no result
no result
2012-13
2013-14
+3.1
73.47%
72.2%
71.43%
84.62%
50%
71.1%
25%
Test 5 Animal Science

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
76.7%
62.5%
27.7%
90.1%
<5%
100%
66.7%
42.8%
41.8%
77.7%
56.2%
no result
no result
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2015-16
+2.7
75%
42.86%
100%
100%
50%
71.43%
100%
1/12/17
Test 6 Animal Science II

2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
2014-15
53.8%
26%
100%
93.1%
<5%
45.7%
36.3%
82.5%
100%
100%
71.4%
no result
no result
2012-13
2013-14
2015-16
+1.7
77.78%
50%
66.67%
100%
N/A
66.67%
N/A
Test 7 Auto Service I

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
n/a field test
16.6%
<5%
<5%
n/a
5.8%
<5%
6%
<5%
31%
8%
no result
no result
2012-13
2013-14
2015-16
N/A
91.3%
100%
81.82%
100%
100%
90%
50%
Test 8 Auto Service II

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
n/a
50%
14.2%
<5%
n/a
25%
33%
36.3%
67%
80%
58%
no result
no result
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2015-16
N/A
Field test
N/A
N/A
N/A
N/A
N/A
N/A
1/12/17
Test 9 Auto Electrical

2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
<5%
14.2%
<5%
n/a
9.09%
<5%
<5%
8%
0%
7.8%
no result
no result
2012-13
2013-14
2014-15
2015-16
n/a
N/A
n/a
2014-15
2015-16
n/a
N/A
n/a
2014-15
2015-16
Test 10 Biomedical Technology

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
92.3%
66.67%
100%
100%
92.3%
<5%
38.4%
60%
100%
57.8%
no result
no result
2012-13
2013-14
Test 11 Carpentry I
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
81.8%
<5%
20%
<5%
<5%
27.2%
<5%
50%
46%
57%
42%
no result
no result
2012-13
2013-14
+3.4
86.67%
50%
100%
85.71%
<5%
81.82%
100%
Test 12 Carpentry II
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
91.7%
<5%
20%
<5%
<5%
27.2%
<5%
100%
76%
n/a
80%
no result
no result
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2015-16
N/A
75%
50%
100%
75%
n/a
66.67%
n/a
1/12/17
Test 13 Core/Construction
2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
13.3%
8.3%
<5%
<5%
8.5%
<5%
42%
21%
43%
32%
no result
no result
2012-13
2013-14
2014-15
2015-16
55.6%
N/A
n/a Field test
2014-15
2015-16
Test 14 Entrepreneurship I
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
n/a
n/a
n/a
n/a
n/a
n/a
n/a
80%
71.4%
50%
73.3%
no result
no result
2012-13
2013-14
-3.3
52%
33.33%
58.33%
100%
52.66%
50%
no result
Test 15 Foods I
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
76.3%
88.2%
69.4%
100%
<5%
79%
39.3%
69.2%
77.7%
76.9%
67.9%
no result
no result
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2015-16
+1.1
69.81%
68.18%
63.64%
100%
55%
68.89%
33.33%
1/12/17
Test 16 Foods II
2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
2014-15
63.9%
<5%
<5%
<5%
<5%
<5%
<5%
46.1%
75%
67%
61.1%
no result
no result
2012-13
2013-14
2015-16
-0.1
46..88%
44%
50%
100%
100%
48.93%
no result
Test 17 Health Science I

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
18.9%
76.4%
66.67%
100%
<5%
68.75%
<5%
100%
50%
100%
83.3%
no result
no result
2012-13
2013-14
2015-16
-8.3
41.86%
30%
40%
75%
<5%
38.89%
no result
Test 18 Health Team Relations

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
38.8%
39.2%
42.8%
80%
<5%
46.6%
25%
<5%
28.57%
86%
44.4%
no result
no result
2012-13
2013-14
2015-16
-8.8
35.71%
25%
33.33%
66.67%
<5%
23.81%
<5%
Test 19 Horticulture
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
28.5%
42.8%
76.2%
<5%
37.5%
<5%
45.4%
57.1%
100%
64.7%
no result
no result
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2014-15
2015-16
+2.1
70%
40%
62.5%
100%
100%
66.67%
50%
1/12/17
Test 20 Microsoft Excel

2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
2014-15
69.6%
85.9%
88.2%
90.4%
66.67%
86.1%
83.3%
8.8%
<5%
<5%
2.56%
no result
no result
2012-13
2013-14
2015-16
-2.7
35.29%
23.33%
40.74%
66.67%
45.5%
32.2%
<5%
Test 21 Microsoft Word

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
51.7%
60%
53.3%
60%
100%
62%
<5%
64.7%
94.8%
93.5%
<5%
no result
no result
2012-13
2013-14
2015-16
-0.3
53.96%
47.27%
54.9%
65.38%
27.77%
50.85%
7.69%
Test 22 Multimedia
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
n/a field test
100%
66.67%
100%
n/a
82.3%
<5%
10%
80%
50%
27.2%
no result
no result
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2015-16
-0.3
66.67%
55.56%
66.67%
100%
<5%
63.16%
<5%
1/12/17
Test 23 Personal Finance

2012-13
Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2013-14
2014-15
n/a field test
66.67%
33.3%
100%
50%
64.2%
50%
63%
48%
33%
42.5%
no result
no result
2012-13
2013-14
2015-16
-0.4
47.27%
45.83%
38.10%
75%
66.67%
46.81%
<5%
Test 24 Principles of Business

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
n/a
93.3%
100%
100%
100%
96.8%
100%
53%
71%
73%
75%
no result
no result
2012-13
2013-14
2015-16
+1.1
86.36%
66.67%
100%
100%
no result
83.33%
100%
Test 25 Teen Living

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
70.6%
45.2%
34.8%
100%
50%
37.7%
12.5%
54.5%
50%
92.8%
51.5%
no result
no result
2012-13
2013-14
2015-16
-1.5
48.05%
37.93%
38.89%
100%
34.8%
42.03%
18.18%
Test 26 Career Management

Mean NCE Gain
Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2014-15
2015-16
N/A
33.33%
50%
no result
no result
<5%
33.33%
no result
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Test 27 Computer Programming I

2012-13
2013-14
2014-15
Mean NCE Gain

Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2015-16
N/A
88.89%
50%
100%
100%
no result
75%
no result
Test 28 Health Science II

2012-13
2013-14
2014-15
Mean NCE Gain

Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
2015-16
-1.6
80.56%
71.43%
78.57%
100%
41.86%
77.78%
no result
Test 29
2012-13
2013-14
2014-15
2015-16
Mean NCE Gain

Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
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Test 30
2012-13
2013-14
2014-15
2015-16
Mean NCE Gain

Overall Proficiency
SWD (Proficiency)
EDS (Proficiency)
LEP (Proficiency)
Numbers of teachers that exceeded growth, met growth, or did not meet growth according to EVAAS.
2013-14
2014-15
2015-16
Number of Teachers Exceeding Growth
19%
Number of Teachers Meeting Growth
63%
18
Number of Teachers Not Meeting Growth
18%
Reading 3D Data (elementary): Include current percent of students that are red, yellow, or green at each benchmark
assessment (BOY, MOY, EOY) broken down by grade and major subgroups.
All Students - Kindergarten
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
Black Students - Kindergarten
Hispanic Students Kindergarten

Percent Red
White Students - Kindergarten
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SWD - Kindergarten
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
EDS - Kindergarten
LEP - Kindergarten
All Students 1st Grade
Black Students 1st Grade
Hispanic Students 1st Grade
White Students 1st Grade
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SWD 1st Grade
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
EDS 1st Grade
LEP 1st Grade
All Students 2nd Grade
Black Students 2nd Grade
Hispanic Students 2nd Grade
White Students 2nd Grade
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SWD 2nd Grade
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
EDS 2nd Grade
LEP 2nd Grade
All Students 3rd Grade
Black Students 3rd Grade
Hispanic Students 3rd Grade
White Students 3rd Grade
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SWD 3rd Grade
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
BOY
MOY
EOY
Percent Red
Percent Yellow
Percent Green
Percent Blue
EDS 3rd Grade
LEP 3rd Grade
Common Assessment Data: How many common assessments were administered by grade level, course, etc. using
Schoolnet, or created by teachers? Add as many rows as necessary. Describe the schools expectation for using
common assessment data to adjust instruction?
Grade/Course
Number of Common Assessment Administered
Biology
15
Math II
3
English II
3
Description of schools expectation for using common assessment data to drive decision making for intervention and
enrichment activities.
The common assessments listed above are the required common assessments that were mandated by the school and/or
county. All departments were required to utilize common assessments and provided staff development in this area
during 3 different sessions of planning periods. At the time this data was collected, the team assigned to this area only
collected data from the county or school mandated assessments. A request was sent out requesting the other
assessments from all courses, but only a few were received and added to the list above. More extensive data will be
collected in the upcoming year for all classes.
Additional school-specific data as related to Powerful Teaching and Learning
Additional School-Specific Data for Powerful Teaching and Learning:

Throughout the school year our planning period meetings were focused on powerful teaching and learning. We placed a
strong emphasis on assessments, clear alignment between Standards-Learning Targets-Activities (STEM/CIF)-Assessment
Techniques-Reflections from Assessments for Future Lesson Design/Direction and STEM/CIF training. NC New Schools
provided an Instructional Coach who joined many of our PP meetings, providing additional training, as well as individual
one-on-one consultation/co-teaching. We used a school-wide data display that highlighted
achievements/accomplishments/data focused on success indicators such as attendance (faculty and students), academic
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achievement (grade distributions, honor roll, below 80 list, etc. by grade level) and other data we believed essential to
success.
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Personalization
At-Risk Students (K-8): How many students at your school (total, major subgroups, 3-year trends, etc.) have an
Intervention Plan?
2013-14
2014-15
2015-16
Total Number of At-Risk Students
181
247
252
At-Risk Black Students
80
95
97
At-Risk Hispanic Students
62
69
72
At-Risk White Students
15
29
29
At-Risk SWD
35
32
32
At-Risk EDS
n/a
n/a
n/a
At-Risk LEP
26
22
22
Academic Supports: Student academic support effectiveness data of Lunch and Learn, Plus Period, Power Up/Down,
school-wide reading programs, Intervention Period, etc. Include an explanation of when students are required to
participate, percent of students participating, trends in participation over time, other data determining effectiveness
of support, etc.
Description of Academic Support Programs and Their Effectiveness:

Below 80 List was used to determine at-risk students. Students on Below 80 List were required to attend 30 minutes of
intervention per day. Learn Survey: 100% of teachers participated in the survey: 100% used learn if students had < 80
average, 41% also used it if a student missed a day of instruction for make-up work. On average, 60% of students
attended learn daily. The schedule was modified during the year and Learn was mandatory for all students. All had to
attend Learn every day for entire time. Additional time was added to each of the 4 periods and the schedule modified
to make up time. Saturday School was offered through intervention funding and teachers were required to hold two
after school tutorial sessions in their classrooms per week (teacher designated days of the week they would stay after
school for any students that needed assistance. Beta Club tutors were one of the highest levels of support offered on
the Pyramid of Interventions, assigned to students that were the most at-risk. The tutors were the most impactful
strategy, however, the most difficult to established due to numbers available to assist. Saturday school had less impact
and assisted in time make-up more than academics. Learn participation increased to 100% of those required only after
we shifted our approach and required all students to report to the class and then dismissed those that were 80 or
higher. Mandatory Learn for all students had mixed reviews, negative in the way of teacher opinion and student
opinion, however there were a few teachers that benefited from the time and reported increased academic
accomplishments.
Student/Parent Perceptions: What trends exist in student or parent perception surveys (AdvancEd, YouthTruth,
Student Learning Conditions Survey, ConnectEd Polls, etc)?
Trends in Student Perception Surveys

We participated in two surveys aimed at student feedback, both from outside organizations. No results have been
received at this time.
Trends in Parent Perception Surveys

Parents did not complete surveys this school year and no perception data has been received by the school.
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Discipline Data: How many office referrals for the year? How many out of school suspensions (OSS)? How many in
school suspensions (ISS)? What trends exist in types of discipline offenses?
2013-14
2014-15
2015-16
Number of Office Referrals
457
562
721
Number of OSS
154
203
180
Number of ISS
297
359
300
Summary of Trends in Types of Discipline Offenses:

The majority of the offenses would fall in the category of Disrespect to a staff member
Summary of Discipline Offenses by Major Subgroups:
Disrespect to staff members was the most frequently referred offense.
Retention rate for students by grade level and/or course (total number and percentage).
2014-15
2013-14
2015-16
Number
Percentage
Number
Percentage
Grade 9
33
16.3%
68
33%
18.52%
Grade 10
29
16.8%
40
21%
4.10%
Grade 11
26
17.7%
29
20%
16.46%
Grade 12
12
9.4%
4%
Percentage
Student attendance rate
All Students
Number
2013-14 Attendance Rate

91.4

93.2

94.8
Parent Engagement: Number of opportunities/meetings for parent engagement in school activities and number of
participants each time, broken down by PTO, Open Houses, Advisory Board, Awards Assemblies, Parent Universities,
EC Parent Night, CTE Showcase Night, etc. Add as many rows as needed.
Event Name
Number of Parent Attendees
Fall Open House
100
FCCLA Induction Cermony
Harvest STEM Day
300
CCP Meeting with Sophomores
22
Spring Sports Meeting
79
FAFSA Meeting
12
Beta Induction
34
Military Ball
CCP meeting with freshmen
Spring Open House
22
Senior Decision
12
JROTC Awards and Cookout
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Event Name
Number of Parent Attendees
FFA Banquet
27
GP Presentations
Awards Assembly
75
Athletic Awards Assembly
48
8th Grade Orientation
57
Graduation Rate/Dropout Rate (high school only) current and 3- year trend Note: This information is available
from NCDPI)
2013-14
2014-15
2015-16
Graduation Rate
88%
75.2%
74%
Dropout Rate
6.4%
6.53%
Additional school-specific data as related to Personalization
Additional School-Specific Data for Personalization:

Our Advisory class met every Friday to better personalize our school to meet individual student needs. Students were
assigned a teacher for Advisory and maintained that same teacher throughout their 4 years at JKHS. Advisory focused
on Transcripts, GPA, academic interventions, attendance, ACT, class rank, college and careers, etc. on an individual and
small group level. Students were assigned to mentors or tutors, as well as other intervention strategies by their Advisory
teacher. A strong emphasis was placed on building positive relationships with Advisory students over time, to assist
their growth and development throughout their high school experience. Below 80 List students were advised through a
conference with an administrator or support staff team member and provided additional interventions throughout the
year, once every 2-3 weeks. Students were recognized for outstanding academic and behavioral accomplishments by
holding cookouts or snack and activity rewards events, as well as highlighted over the intercom during announcements.
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Redefine Professionalism
Teacher Demographics
Total Number of Teachers
41
Percentage of Black Teachers
24%
Percentage of Hispanic Teachers
0%
Percentage of White Teachers
73%
Percentage 0-3 Years Experience
37%
Percentage 4-10 Years Experience
37%
Percentage 11+ Years Experience
27%
Most Recent Teacher Turnover Rate
44
National Board Certified Teachers
12
Number of Teachers with Advanced Degrees
22
Number of BTs
42
Number of Lateral Entry Teachers
42
Percentage of Fully Licensed Teachers
28%
Lesson Plan Tuning
Date
Number/Percentage of Teachers Participating
9/24/15
100%
3/16/16
100%
Perception/Effectiveness Data of Lesson Plan Tuning Protocol (Qualitative and/or Quantitative):

We held a total of 2 Tuning sessions school-wide and required all teachers to participate in monthly tuning sessions in
their departments. Many departments tuned lessons every two weeks and one department tuned lessons weekly at
department meetings. Tunings were also held during planning period meetings. The perception feedback recorded
during the debriefing sessions following the tunings was extremely positive. Teachers view the tuning protocol and
rounds as the two most beneficial activities in the way of instructional growth professional development. Other
feedback received revolved around having more flexibility within the tuning design for our school that permitted
teachers to participate in tuning sessions of their choosing, mainly by seeking out teachers they specifically wanted to
receive tuning feedback from. Therefore, we planned a tuning session where the teachers could choose their groups
and the feedback was extremely positive. They appreciated the flexibility and thought it to be beneficial to the specific
type of feedback they were seeking. Many comments were made about the benefits of tuning sessions/teams
comprised of multi-disciplined teams, which was their initial complaint when we started tuning sessions. Very few
teachers reacted to tuning with a defensive approach, but two did complain about their group being "harsh or negative."
Overwhelmingly, tuning has been a positive and productive activity.
Teacher attendance rates (For Student Days Only) Include sick leave, professional leave, bonus leave, etc.
Number of Certified Teachers
41
Number of Teachers with No Absences
Number of Teachers with 1-3 Absences
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10
Number of Teachers with 11+ Absences
21
What are the major trends in the latest Teacher Working Conditions Survey?
List/Describe Major Trends in the 2015-16 NC Teacher Working Conditions Survey

95% of teachers take leadership roles
92% believe teachers make group decisions to solve problems
-70% says students understand what is expected of them
only 47% believe we have sufficient access to technology
-only 45% believe that they have an input on school budgets
Additional school-specific data as related to Redefine Professionalism
Additional School-Specific Data for Redefine Professionalism:

Our Working Conditions Survey results have improved significantly in almost all areas over the past 3 years. This year,
once again, the teachers reported the highest levels of "teacher efficacy" in a 8 year time span. Very few areas on the
survey dropped or decreased. Overall satisfaction with the school, safety and administration has improved steadily. The
SIP and SIT processes and procedures have become more structured and consistent. The budget report being discussed
each meeting has been a positive and some of the increases on the survey are the result of these efforts and the
increased teacher leadership being facilitated on campus.
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Purposeful Design
Student Demographics
Total Enrollment (End of Year)
676
Percentage of Black Students
41.1%
Percentage of Hispanic Students
41.2%
Percentage of White Students
16.4%
Percentage of SWD
13%
Percentage of Students Receiving Free/Reduced Meals
78%
Percentage of AIG Students
.08%
Student Transfer/Mobility Rate how many students left your school after opening day? How many students
enrolled in your school after opening day?
2013-14
2014-15
2015-16
Number of Students Enrolled After Opening Day
56
85
106
Number of Students Withdrawing After Opening Day
140
148
118
Evaluation data for STEM implementation (elementary/middle schools)
Percentage of teachers that implemented one STEM

unit/project that required students to use the Engineering
Design Process
n/a%
Percentage of teachers that implemented multiple STEM

units/projects that required students to use the
Engineering Design Process
n/a%
Evaluation data for STEM implementation (high schools)
Percentage of teachers that implemented one unit/project

related to schools STEM theme (Agriscience and
Biotechnology or Energy and Sustainability)
83%
Percentage of teachers that implemented multiple

units/projects related to schools STEM theme (Agriscience
and Biotechnology or Energy and Sustainability)
72%
Percentage of teacher that used the Duplin County Schools

Engineering Design Process when planning and
implementing units of study
98%
Global Awareness
Description of strategies used by school and/or activities designed to embed Global Awareness in instructional practices
*Read global text/literature
*Research projects with global themes
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*Teachers incorporate technology to connect global issues

*Guest speakers
*Using statistics in math classes that mirrors actual global numbers students use in real life numbers to assess other
cultures worldwide
*STEM lessons incorporate global challenges
*Teachers create project based learning units around global issues.
*Students work collaboratively in order to practice working with a variety of diverse groups.
School Marketing Strategies
Description of strategies to market the school and its programs/offerings to incoming students:
Counseling Department, Subject Teachers and Administrators visited both middle schools and discussed programs,
courses and other opportunities. Both middle schools visit the JKHS campus, attend a presentation and tour campus in
May. Counselors visit both middle schools and schedule students/advise students and parents on the curricular choices
they can make. Rising 9th Grade Parent/Student Nights were held for all 8th graders at both middle schools, allowing
guidance and administration to better inform parents/students of scheduling procedures and opportunities available at
JKHS. Athletic information for tryouts was consistently communicated through announcements at both schools.
External Development
Description of connections to business, industry, civic organizations, etc. and an explanation of the value added
because of the connections:
JKHS sent letters to many local business and industry executives/organizations this year to enlist their participation in a
partnership with the school. We received 5 business partners through this process, which will partner with our school
and enhance our STEM program. We have several other business partners, including Murphy-Brown, and local farmers
that have joined our STEM agricultural project, which is currently underway (barn being built this summer). We are also
partnered with a landscape company that will provide us with young plants, trees and flowers, which our students will
grow/mature and return to the nursery for sale. These partnerships have greatly increased the level of relevance our
school can facilitate in lessons and programs and improved the quality of instruction at JKHS.
School-level Professional Development
Description and effectiveness of school-level professional development activities:

More CIF knowledge, understanding and use has resulted from the PD. Intensive
common assessment PD also increased the use of common assessments, although greater growth in this area is needed
and desired by teachers.
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Budgeting Process
Description of how budgetary decisions are made in the school:

All budgetary decisions are made through the School Improvement Team. All requests are taken to the SIT meetings
and discussed and voted on by all members. All teachers make budget requests through their department chair, which
reports the request to the SIT. Department allocations are also approved through the SIT.
Explain how your schools budget aligns with your school improvement goals:
All expenditures are aligned with the School Improvement Plan/Impact Plan and must be discussed in School
Improvement Team Meetings to assure appropriate alignment is maintained.
Online high school course enrollment total and passing rate (middle and high school)
NCVPS
Total Course Enrollments
70
Percentage of Students Passing Course
88%
Middle School Math I: Number and Percentage of 8th graders taking Math I and number of 8th graders with at least a
70% chance of being proficient in Math I based on EVAAS predictors (middle school)
2013-14
Number and Percentage of 8th

graders Enrolled in Math I
Number and Percentage of 8th
Graders with 70% Chance or
Higher of Being Proficient in
Math I (EVAAS)
Percentage of Students
Proficient on Math I EOC
2014-15
Number
Percentage
N/A
N/A
Number
Percentage
Number
Percentage
n/a
n/a%
n/a
n/a%
n/a%
High School Math: Percentage of students completing Math I by end of 9th grade (high school)
2013-14
2014-15
2015-16
82%
80%
28.7%
14.5%
35.5%
95%
95%
96%
Percentage of Students Passing Math I by End of 9th

Grade (Use 9th grade class of current school year)
Percentage of Students Proficient on Math I EOC
Percentage of Graduates Passing At Least Math III,
Advanced Functions, Integrated Math IV or PreCalculus
2015-16
Digital Citizenship/Internet Safety: Include specific information regarding lessons taught to students on digital
citizenship and Internet safety that align with the Duplin County Schools Internet Safety Plan. Add rows as needed.
Also include a description of the effectiveness of these lessons
Date of Lesson
Number of Students Impacted

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9/15/15
676
9/16/2015
215
9/16/2015
135
Description of the effectiveness of Digital Citizenship/Internet Safety lessons:

We encountered very few problems with Digital Citizenship/Internet Safety throughout the year, which indicates the
lessons were successful. Only 3 incidents were reported officially this year, one of which was not intentional and the
student was not issued consequences.
Additional school-specific data as related to Purposeful Design
Additional School-Specific Data for Purposeful Design:

JKHS has increased in it's ability to offer individualized curricular programs/opportunities to meet individual needs of
students with great success. 13 students took advantage successfully of the Gateway Alternative program, which
graduated students at a much higher rate. Several students were offered reduced elective opportunities, which allowed
them to succeed and get "back on track", after experiencing difficulties due to extenuating circumstances. NCVPS has
allowed us to reduce class sizes and increase the numbers of class offerings our school is able to offer. We also utilized
Distance Learning classes and partnered with NC School of Science and Math, which taught several distance learning
classes to our students. These classes have been a huge success and are becoming more popular.
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Leadership
Instructional Rounds
Number of Certified Staff
Participating
Percentage of Certified Staff

Participating
9/23/15
41
100%
11/18/15
41
100%
2/17/16
41
100%
Date
Perception/Effectiveness Data of Instructional Rounds (Qualitative and/or Quantitative):

90% of all teachers think they are effective
92% believe they are effective when visiting another teacher
76% of BT's say they were effective
71% have implemented cool feedback
75% have stolen an idea from visits
School Improvement Team Accomplishments
Description of Major Decisions Made by School Improvement Team During Current School Year:
Description of Major Decisions Made by School Improvement Team During Current School Year:
School Improvement Team decided on the protocol to conduct the 3 and 6 month reviews of the School Improvement
Plan and the Self-Assessment Process. The SIT team has made several budget decisions such as buying furniture and
what supplies to buy got students at the beginning of the school year. We have also got incentives approved for
revamping tardies and Advisory. We have also voted to no longer turn in paper copies of lesson plans to save money.
We are working to revamp lesson plan template.
Parent Organization and Leadership
Description of Major Accomplishments/Contributions Made by Parent Organizations During Current School Year:
This year was a rebuilding year for our PTO (we have not had one in about 2 years), so, unfortunately, we didnt
accomplish anything major. I think the fact that we got on going again and that we had a hand full of parents participate
was a major accomplishment.
Staff Hiring Process
Description of School-Based Hiring Process (i.e. who chooses the interviewees, who conducts interviews, how are
final decisions made at the school level, etc.?)
Administrators choose the interviewees.
Administrators and teachers conduct the interviews (Teachers may volunteer or may be asked to help interview)
The administrative team makes final decisions, but feedback from teachers is greatly considered.
Teacher/Staff Leadership
Description of Opportunities for Teachers to Participate in Leadership Activities During Current School Year (e.g.
teachers leading professional development, teachers participating in summer activities, teacher-initiated problem
identification and solutions, etc.)
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Administrators choose the interviewees.

Administrators and teachers conduct the interviews (Teachers may volunteer or may be asked to help interview)
The administrative team makes final decisions, but feedback from teachers is greatly considered.
Student Leadership
Description of Student Leadership Activities and Effect on School (include new activities for current school year):
Description of Opportunities for Teachers to Participate in Leadership Activities During Current School Year (e.g.
teachers leading professional development, teachers participating in summer activities, teacher-initiated problem
identification and solutions, etc.)
Additional school-specific data as related to Leadership
Additional School-Specific Data for Leadership:

The administrative team has continued to increase the amount of teacher involvement in leadership opportunities and
roles within the school. Many decisions usually made by the principal or an assistant principal, have been given to the
Leadership Team/SIT.
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Phase 2: Design Principle Rubric Assessment
Early Steps
Growing Innovations
Coursework aligns to what students need in order to be successful in post-secondary programs and careers
Beginning
1/12/17
How does the school systematically ensure

that all students receive a rigorous, college
and career preparatory experience with
embedded opportunities to develop and
exhibit college and career ready skills and
mindsets?
New Paradigms
Partner schools maintain a common set of high standards for every student, implement rigorous coursework and provide experiences and support for success in college and careers.
Through support from schools, students gain the mindset and ability to navigate educational programs toward career goals.
Ready for College and Careers
Reflect on your schools progress using the updated NC New Schools Design Principle Rubrics (posted online). Choose the indicator (Beginning to New
Paradigm) for each row of the rubric that matches your schools implementation, then choose one indicator (Beginning to New Paradigm) that best describes
your overall progress on the continuum for each Design Principle. The overall descriptor chosen for each Design Principle should be evidenced-based and
teams should consider collecting a representative artifact that demonstrates the level of implementation.
VISION
--------
Curriculum and Instruction

X
College Ready Skills
Staff explicitly teach college ready

skills in courses and seminars.
Students use supports provided by
staff to regularly practice college
ready skills.
Students consistently demonstrate

college ready skills in courses and
seminars without explicit
instructions from teachers.
A curriculum integrating college

ready skills, such as self-advocacy,
note taking skills, study skills,
research skills, written and oral
communication and time
management exists.
Career Readiness
Staff conduct research to learn about

real- world applications and
incorporate career- readiness criteria
when designing learning activities.
Staff integrate evidence-based

approaches for career readiness in
courses and participate in industry
immersion experiences such as
externships and industry learning
tours. Students regularly experience
career-related learning activities
such as project-based learning, guest
speakers, co-teachers, project
coaches and evaluators.
X
Staff collaborate with industry

professionals to incorporate explicit,
evidence-based standards for career
readiness when designing learning
activities. Students occasionally
experience career-related learning
activities such as project-based
learning, guest speakers, co-teachers,
project coaches and evaluators.
Rigorous Course Offerings
Every student graduates with the

minimum admission standards for
college.
The school offers coursework that

allows students to meet the
standards for college acceptance.
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The school offers coursework that

provides challenge and rigor for each
student. Course offerings align to
entrance requirements for college.
--------
Work-Based Learning Support

Career Exploration
Work-Based Learning
--------
College and Career Preparation
Staff organize career exploration

activities such as career fairs and
guest speakers/presentations to
ensure that students are aware of the
qualifications for careers that match
their interests.
Staff implement a progression of

career exploration activities through
the school and students collaborate
with staff to tailor the experiences to
their interests.
Growing Innovations
Students regularly participate in

structured work-based learning
experiences such as mentoring,
apprenticeships, job shadowing or
internships across sectors and build
relationships with professionals.
Early Steps
Students learn through meaningful experiences with careers so they are prepared for success beyond high school.
Beginning
Staff occasionally organize career
exploration activities for students
during the school day. Opportunities
vary year-to-year.
Students are aware of how to

participate in work-based learning
experiences.
Students participate in work-based

learning experiences such as projects
with industry professionals,
mentoring, apprenticeships, job
shadowing or internships.
Early Steps
Growing Innovations
New Paradigms
How does the school ensure that all

students gain meaningful work-based
learning experiences so that they are able
to make informed decisions about their
futures?
1/12/17
How does the school support all students

and families to access and make informed
choices about college and careers?
How has the school institutionalized a

culture of high expectations for excellence
in pursuit of post-secondary opportunities?
New Paradigms
Staff intentionally create a culture of high expectations that engages and supports all students and families to access and make informed choices about college and careers.
Beginning
X
Every student has a four/five year

plan that they monitor and update
with staff support. The plan serves
to ensure high school graduation and
the maximization of opportunities to
earn a career credential and/or
transferrable college credit.
Individualized Student Planning
Students review and adjust their

four/five year plan aligned to their
interests and goals annually with a
staff member. Staff encourage
students to take challenging courses,
including college coursework, aligned
to their plan.
Staff work with students to develop a

four/five year plan that aligns with
their interests. Selected students
enroll in some college classes.
Families are supported through

college applications, FAFSA and
scholarship application processes.
Students and their families make
informed choices about long- term
financial decisions associated with
higher education and the pursuit of
careers.
Family College and Career Planning
Brochures and literature about

applications, admissions, financial
planning and scholarships are
available for students and families.
Families are invited to planning

sessions about FAFSA, scholarships
and the college application and
admission process on site. Families
are given information to make
informed choices about college and
career planning.
X
College and Career Resources
Students are aware of and directed to

take advantage of college and career
opportunities and resources.
Students learn and demonstrate how

to make effective and efficient use of
college and career preparation
opportunities and resources.
Students are aware of college and

career opportunities and resources
(e.g. study groups, tutoring center,
media center and office hours) as
well as work-based learning
opportunities such as job shadowing,
internships and apprenticeships.
College Entrance and Career

Credentialing
Teachers incorporate college and

career preparation exam content
into coursework and students are
provided differentiated supports to
be successful on these exams.
Teachers are familiar with the college

and career preparation exams and
every student is given multiple
opportunities to prepare for and
participate in college and career
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Students have access to and take

college and career preparation
exams (e.g.
PLAN/PSAT/ACT/SAT/WorkKeys
) in sequence and on time.
College and Career Awareness
Overall assessment for Ready for

College and Careers
VISION
-------Design
Rigorous Instruction
Personalized Learning
Cross-Curricular Learning
Relevance
Students aspire to attend college and

are given the opportunity to
participate in optional college visits.
Students explore and investigate
possible institutions and careers
based on their interests.
Frequent conversations exist between

students and staff on attending and
graduating from college and obtaining
career credentials. Students have the
opportunity to visit colleges
throughout the year.
preparation exams.
Staff and students plan for achieving

post- secondary goals. Students
participate in college visits
throughout the year. Students learn
about and pursue degrees, career
credentialing and other postsecondary opportunities.
Students earn scores on exams that

allow them to pursue their postsecondary goals.
Powerful Teaching and Learning
Early Steps
Growing Innovations
Teachers design rigorous learning
experiences that appropriately
challenge all students. Students take
responsibility for their learning and
demonstrate learning at high levels
in all courses, engaging in productive
struggle with complex concepts.
How does the school define rigor and how

does the definition translate into daily
instructional practices?
Teachers design lessons, units and

projects that challenge students to
master key concepts of the academic
disciplines. Students engage in
discussion and problem solving.
Teachers seek and use knowledge

about each student in order to
provide learning opportunities and
assessments that appropriately
challenge and support student
learning.
How has the school institutionalized

processes and practices that ensure the
collaborative work of teachers to design
rigorous, personalized, relevant and crosscurricular learning experiences for all
students?
Teachers purposefully and regularly
adapt resources and instruction to
address learning differences in their
students.
How do teachers make connections for

students between their classes and
content?
Teachers relate the content from

other courses to connect learning for
students.
Teachers work collaboratively to

design lessons and units of study
that connect their content to other
disciplines. Students gain a deep
understanding of content and
connect learning across disciplines.
Teachers provide opportunities for
students to experience the
connections between course
concepts and real-world applications.
How are students able to be designers of

1/12/17
How are students supported to be

successful in rigorous coursework?
New Paradigms
The school and community share a common understanding of high quality instructional practices that promote a culture for learning. Teachers intentionally design learning
experiences that empower all students to develop and apply critical knowledge and skills in authentic contexts.
Teachers design powerful learning experiences for students that are aligned to standards and are personalized to meet individual learning needs.
Beginning
Teachers design lessons and units of
study that challenge students to
master key concepts of the academic
disciplines.
Teachers adapt resources and

instruction for students with
documented learning differences.
Courses are designed to meet

content standards.
Teachers explain the relevance of

course concepts in the real world to
students.

study that support students in
making connections to local,
national and global issues. Students
provide input about what they will
learn and how they will demonstrate
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--------
Discover
Assessment for Learning
Feedback for Learning
Facilitate
Discussion for Learning
Reading and Writing for Learning
Beginning
their learning.
Teachers regularly use a variety of

formative and summative
assessments to collect evidence of
each student's understanding and
skills. Teachers use this evidence to
adjust instruction and provide
options for demonstrating learning
in order to support the success of all
students. Students self- assess their
progress through feedback and
reflection.
Growing Innovations
Teachers employ varied assessment

strategies so that students can
demonstrate their level of
understanding in varied ways.
Teachers provide specific, ongoing

feedback about progress toward
learning outcomes. Students
regularly provide feedback to each
other with support from the teacher
to interpret their own results and
make adjustments.
Early Steps
Teachers provide specific feedback to

students that clearly communicates
progress toward learning outcomes.
students to offer feedback to each
other.
their own learning?
How is feedback used to improve student

outcomes?
What structures are in place to allow

frequent, self-guided and high quality
student peer feedback?
What processes and practices ensure a

pervasive use of a variety of assessment
data to determine evidence of student
learning, adjust instruction and provide
opportunities for meaningful feedback that
promote the creation of high-quality work
products?
New Paradigms
Teachers collect and use a variety of assessment data to determine evidence of student learning, to adjust instruction and to provide opportunities for meaningful feedback that
promote the creation of high quality work.
Teachers primarily use assessments,

such as quizzes and tests, to assign
grades.
Teachers provide feedback to

students.
Teachers regularly create

opportunities for students to lead
effective discussion with each other
in a variety of contexts and for a
variety of purposes in order to
deepen understanding of core
academic concepts.
Students follow structures and
protocols as part of their daily
classwork.
Growing Innovations
Teachers regularly facilitate discussion
among students to support their
understanding of core academic
concepts.
Teachers encourage students to listen
effectively to each other and share
their ideas with peers. Students are
aware of and participate in discussion
protocols.
Teachers intentionally support all

students to develop key literacy and
writing skills that enhance their
understanding in order to access and
produce increasingly complex texts.
Early Steps
1/12/17
In what ways is technology transforming

instruction?
What does effective, widespread

collaboration look like?
How has the school institutionalized a

student-centered, aligned instructional
system so that students read, write, think
and talk to deepen understanding of
academic content and core practices within
the disciplines?
New Paradigms
Teachers create a culture for learning in the classroom that provides opportunities for all students to engage with the curriculum, to develop understanding of key concepts and to
apply learning in authentic contexts.
Beginning
Teachers lead classroom discussions.

study that allow students to read and
write in each content area.
Teachers provide supports for

students to strengthen their literacy
skills. Lessons and units of study are
designed for students to read a
variety of texts and demonstrate
learning through various forms of
written communication.
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Engagement for Learning
Collaboration for Learning
Integrating Technology for Learning
Overall assessment for Powerful

Teaching and Learning
VISION
--------

students to work in groups.
Teachers occasionally engage

students in reading, writing, thinking
and talking about academic content.
Teachers frequently engage all

students in reading, writing, thinking
and talking about academic content
so that students begin to take
ownership of learning activities.
Teachers organize collaborative

groups to support specific learning
objectives.
Students demonstrate learning
through active participation in
groups.
Teachers use technology to support

students to learn content and
demonstrate their learning.
Teachers use technology to enhance

learning experiences (e.g., online
quizzes and presentation tools) and
models the use of technology in ways
similar to the working world.
Personalization
Teachers purposefully engage all

students in meaningful reading,
writing, thinking and talking every
How do teachers ensure that students
day so that students take ownership
consistently engage in deep discourse?
of learning activities, delving into
and applying key concepts across
disciplines and contexts.
What literacy skills are essential for student
Teachers regularly organize
success? How are students acquiring them?
collaborative groups to support
specific learning objectives and
intentionally support groups.
Students collaborate effectively with
each other, including managing and How have students taken ownership of their
own and group learning?
reflecting on their own group
learning.
Teachers create a learning

environment in which a variety of
technological tools are used by
students to demonstrate learning
and skill development, such as
problem solving, critical thinking and
communication skills.
Knowing students well is essential to helping them achieve academically. Educators build strong relationships with each student and learn about their interests, needs and goals to
design personalized learning and supports.
Beginning
Staff communicate with families on a

regular basis. The school invites and
engages students and families
Staff are active participants in the

community outside of school. The
school establishes family and
community relationships so that all
students feel known and cared
about.
Growing Innovations
A systemic plan is followed in which

staff members advise students. All
staff are supported to be successful
student advisors.
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Advisories, personal learning plans or

other school-wide strategies are
used to know and be responsive to
students and their affective needs,
including their emotional well-being
and mindset.
Early Steps
1/12/17
What evidence exists to show that school

efforts to support the affective needs of
students are working?
How does the school intentionally promote,

sustain and leverage positive relationships
among students, staff and families so that
all students feel that the adults in the school
know, care about and respect them?
New Paradigms
The school promotes, sustains and leverages positive relationships among students, staff and families so that all students feel that the adults in the school know, care about and
respect them.
Inclusion of Families
Staff communicate with all incoming

students and families at the
beginning of the school year. The
school hosts an orientation for all
incoming students and families.
Relationships
Affective Student Support
There is a plan to develop

relationships between students, staff
and families.
--------
Student Voice
Student Interests
Beyond the Classroom
Student Ownership and Leadership
Student Feedback
Early Steps
Growing Innovations
Staff empower students to create

learning experiences beyond the
classroom that connect to students'
interests, aptitudes and career goals.
Staff use knowledge of students'

interests and goals to develop
activities and experiences beyond the
classroom.
Students create and lead programs,

initiatives and projects to improve
school outcomes and strengthen
community partnerships.
The school regularly provides students

with opportunities to pursue their
interests in a purposeful manner.
Students have varied opportunities to

develop and demonstrate leadership
skills through participation in school
activities or partnerships with
community organizations.
Students pursue their interests with

purposeful application of academic
concepts and connections to
personal passions and career
aspirations.
Staff begin a process to collaborate

regularly to identify needs and create
academic supports for most students.
Growing Innovations
Using a variety of means, staff

regularly provide specific feedback
to students and families that
communicates students' academic
What structures are in place for students to

share perspective and to incorporate that
perspective in planning and program
design?
How does the school ensure that student

perspectives will be used to inform
classroom practices and school procedures?
How does the school intentionally create an

environment where multiple learning
opportunities exist within and beyond the
classroom to engage every students
interests, aptitudes and career goals?
New Paradigms
1/12/17
students. Students utilize peer

What evidence exists that the school
groups to support each other
systematically creates the structures and
academically.
practices that ensure effective supports for
Through structures such as PLCs or
the academic success of all students?
data teams, staff regularly review a
variety of data collectively to identify
and create customized academic
How have these supports impacted student
supports for students.
learning outcomes?
Students use their academic data to
reflect on their own learning and
self-identify needs for support.
A process is in place to ensure that

staff, parents and students
collaborate to identify needs and
create academic supports for all
New Paradigms
The school creates an environment where students' perspectives are valued and multiple learning opportunities exist to engage every students interests,
aptitudes and career goals.
Beginning
The school provides students with
opportunities to explore and identify
their interests.
The school provides pre-determined

opportunities for students to
participate in activities and
experiences beyond the classroom.
Students have opportunities to
develop leadership skills.
There is a plan to collect student

feedback.
A student survey is implemented in

which students are given the
opportunity to provide feedback
about classroom and school practices.
Student surveys are administered to

all students with a high rate of
participation. Survey results are
collectively reviewed by staff and
used to improve classroom and
school practices.
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Staff deliver timely feedback to

students and their families on
academic progress and alert parents
immediately about academic
Staff regularly use formative and

summative student data to inform
the creation of academic supports for
students. Students use their
academic data to reflect on their own
learning.
Early Steps
The school creates the structures and practices that ensure effective supports for the academic success of all students.
Beginning
Collaborative Academic Support
Individual teachers identify needs and

create academic supports for
prioritized groups of students.
Academic Supports
Use of Data
Staff communicate academic

progress with students and their
families through district- mandated
progress reports and report cards.
Teachers use summative data (EOC,

EVAAS, ACT, final exam, unit test) to
inform the creation of academic
supports.
Communication About Academic

Progress
Differentiated Supports
Support for Virtual Courses
Overall assessment for

Personalization
VISION
--------
Professional Inquiry and

Collaboration
Sharing Practice
Collaborative Use of Data
There is a plan to develop academic

support programs in order to
maximize student growth.
Students receive initial support in

navigating the virtual course
environment. Staff members are
aware of students who are enrolled
in online courses.
At least one staff member is in place

to support students taking virtual and
hybrid courses, checking in with
students on a weekly basis
throughout each semester.
Some academic supports, such as a

summer bridge program, are in place
and tutoring session times are
available before and after school.
Students occasionally take advantage
of supports.
concerns. Teachers and staff are

accessible to discuss academic
progress.
Every student in a virtual and hybrid

course has the necessary technology
and at least one staff member
providing ongoing support
throughout each semester. Students
complete virtual and hybrid courses
with a high rate of success.
Academic support programs are in

place during the summer and
before, during, and after the school
day such as tutoring sessions and
academic support labs.
Students regularly take advantage of
academic support programs.
strengths and areas for growth.

Students take an active role in
reporting on academic progress
through methods such as studentled conferences.
Redefined Professionalism
Staff share a commitment to advancing high standards for professional practice and are advocates for innovation both within and beyond the school. Staff experience the power
and purpose of ongoing reflection and collegial collaboration in order to meet the diverse needs of all students.
Beginning
New Paradigms
How do staff strategically use data?
Growing Innovations
Practice is made public through the
intentional use of school-wide rounds
or peer school review, including peer
observation and feedback, focused
on student learning and problems of
practice.
Staff regularly use protocols centered
on student learning questions to
guide inquiry.
How is practice made public through peer

observation, inquiry, reflection and
feedback?
1/12/17
How do staff use research-based practices,

feedback and reflection, collegial study
groups and outside learning experiences to
review, refine and reinvigorate instruction
to best suit the needs of all students?
Staff visit peers in classrooms for the

purpose of giving and receiving
feedback for revision and
improvement, occasionally using
protocols centered on student
learning questions.
Staff use data strategically to

improve school performance
through systematic collection,
analysis and goal setting, leading to
measureable continuous
improvement.
Early Steps
Instruction is guided by research-based practices and staff engage in regular reflection. Staff actively participate in peer learning to promote and support professionalism and seek
outside learning experiences.
Staff meet to share successful

instructional practices, lessons
learned and current challenges.
Staff collect and receive student data.
Staff regularly collect and review data

for reflection on school practices and
goal setting through structures such
as PLCs or data retreats and in the
school self- assessment of Design
Principles implementation.
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Collective Reflective Practice
Professional Learning
Peer Learning Networks
Advocacy
Practice and Policy
Innovative Practices
Overall assessment for Redefined

Professionalism
Staff independently reflect on their

instructional practice using data
sources to adjust instruction
periodically to meet the needs of
learners.
Staff participate in local and network

professional learning events.
Staff participate in peer learning

communities within the school to
share resources, materials and ideas.
Staff attend local and network

professional learning sessions,
implement strategies learned and
work together to identify additional
professional learning opportunities.
Staff are engaged with peers in

informal and formal inquiry around
their practice to meet the needs of
learners.
Staff attend and lead professional

learning sessions, design and share
innovative practices with others,
both in and beyond the network.
Staff regularly engage in inquiry with

peers around their practice through
sharing their work, student work and
professional dilemmas for feedback
and support to meet the needs of
learners. Staff build and sustain a
culture of professionalism and
support new professionals in their
growth and development.
Staff participate in peer learning

communities within and outside of
the school to collectively share
lessons and learn from others within
a network.
With intention, staff cultivate

professional identities within an
extended network of educators
seeking to improve student
outcomes. Staff explore creative and
forward-thinking ideas as part of a
broad community of practice.
Staff are involved in the process of

creating and revising school policies
and practices in order to maximize
student learning.
The school proactively and

consistently engages district,
network and higher education
partners to scale and sustain
innovative practices and policies.
All staff systematically use data to

examine how current school and
district policies and practices affect
student learning and advocate for
changes to practices and policies
when appropriate to promote
innovation and high quality learning
environments.
Growing Innovations
The school seeks opportunities to

develop, implement and share
innovative practices with district,
network and higher education
partners.
Early Steps
How do staff continuously learn from each

other, designing and sharing best practices,
within and beyond the network?
1/12/17
How does staff create and actively support

opportunities to share positive changes in
practices and policies with other schools in
their district and higher education partners
to scale and sustain innovative practices
and policies?
How does the staff create, seek, and

actively support positive changes in
practices and policies that impact students?
New Paradigms
Staff create, seek and actively support positive changes in practices and policies that impact students. Staff participate in the implementation of initiatives that support innovative
practices.
Beginning
Staff share input on school policies
and practices through the existing
school improvement or impact
planning process.
The school collaborates with district

and/or higher education partners to
develop and implement innovative
practices.
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VISION
--------
Leadership
All school staff share leadership for improved student outcomes. They work actively to create a culture of high expectations for all staff and students. School leaders promote a
distributed model of leadership that empowers diverse stakeholders to fully participate in decision-making and ownership of school-wide practices.
Identification and Use of Resources
Shared Decision Making
Staff identify and communicate

resource needs to administrators.
Administrators make decisions about
how to use school resources.
The principal seeks opportunities for

staff input regarding important
decisions, with the administrators
leading all decision making.
Beginning
Department chairs or key staff and

administrators identify needs and are
involved in making decisions about
how to use school resources.
Staff work in groups such as PLCs to

identify instructional trends across the
school and develop potential
solutions. Staff are involved in some
decision making.
Staff have opportunities to build and

demonstrate leadership skills
throughout the school, district and
network.
All staff and individuals from key

stakeholder groups are
engaged in a process of
identifying, advocating for and How has the school implemented structures
using resources that will
and processes to ensure all adults assume
promote high quality learning
ownership for the development of new
environments and experiences
solutions to meet school and individual
for students.
needs and hold each other accountable to
high standards for student success?
Staff take ownership of problem

identification, solution generation,
decision making and strategy
implementation with support and
guidance from administrators.
New Paradigms
Administrators provide the time and

space for staff to participate in
leadership opportunities.
Administrators and staff collectively

assume ownership of the
development of the annual plan and
the generation of new solutions to
meet school needs. Solutions are
aligned to the annual plan and the
document is revisited consistently
throughout the school year.
Growing Innovations
Administrators ensure alignment of

strategies with the school's vision to
improve student performance and
meet the goals of the school's annual
plan. The plan is revisited at least
three times per year.
Staff collaborate with peers, share

expertise and hold themselves and
peers accountable for continuous
professional learning and improved
practice.
How do administrators and staff collaborate

to systematically collect, analyze and use
data to improve structures and processes
within the school to support positive
student outcomes?
How does the school provide opportunities

for staff to build and demonstrate
leadership skills?
Administrators ensure that effective

practices in pedagogy and assessment
are proliferating by collecting
evidence and by regularly interacting
with staff about the use and
effectiveness of these strategies.
Early Steps
Staff take ownership of the development of new solutions to meet school and individual needs and hold each other accountable to high standards and student success. Staff have
opportunities to build leadership skills and are empowered to demonstrate those skills.
Leadership Skills Development
Administrators communicate
leadership opportunities to a select
group of staff members.
Shared Leadership
Strategic Planning
Staff develop and implement systems

and structures to ensure that every
student is engaged in a rigorous and
challenging learning environment.
Staff hold each other accountable for

ensuring the success of each student
by collaborating, sharing expertise
and designing and implementing
rigorous, challenging and supportive
learning environments for students.
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1/12/17
Administrators (principals, assistant principals, deans of students, lead teachers, curriculum facilitators, etc.) model leadership and develop structures that allow school teams to
Staff believe that all students are

capable, with appropriate supports,
of succeeding in a rigorous and
challenging learning environment.
Administrators encourage staff to

apply effective practices gained in
professional learning to their daily
practice.
One administrator develops an

annual plan such as the School
Improvement Plan or Impact Plan.
Application of Professional Learning
Mutual Accountability for Student

Success
Modeling Leadership
Innovation
Supporting Staff as Leaders
Reflective Practice
Professional Learning for Leadership
Overall assessment for Leadership
VISION
--------
improve student outcomes.

Beginning
Administrators understand the value
of innovation in their school and
have conversations about innovation
with staff members.
Administrators provide opportunities

for teacher leadership within the
school.
Administrators reflect on their own

current practices to determine areas
of growth and improvement.
Administrators understand the
importance of aligning curriculum,
instruction and assessment in order
to maximize student learning.
Administrators participate in local

and network professional learning
and bring resources back to the
school.
Administrators build staff capacity by

encouraging and modeling a reflective
culture that promotes continuous
improvement.
Administrators actively encourage and

support teacher leadership within the
school by knowing the leadership
strengths of individuals and matching
talent with opportunities.
Administrators support and

encourage teachers to employ
innovative practices to meet student
needs. Administrators model and
encourage staff to innovate in their
roles by reflecting on and refining
practice.
Administrators create and sustain a

culture and process for staff to
incorporate peer feedback regularly
to improve student learning in each
classroom.
Administrators sustain a culture of

reflection that supports efficacy and
empowerment among staff.
Administrators promote staff

participation in leadership
opportunities within and outside of
the district and enable staff to lead
school-based conversations about
those experiences. Staff are involved
in leadership and decision-making
roles in ways that foster the
development of the school and
themselves.
Administrators and staff cultivate a

culture of innovation by identifying
promising practices and encouraging
the scaling of ideas throughout the
school that embraces change and
promotes continuous
improvement.
Growing Innovations
Administrators regularly monitor

classrooms for learner-centered
strategies and provide relevant and
targeted feedback to teachers to
support their continuous
development and maximize student
learning.
Early Steps
Administrators actively participate in

and consistently model strategies
from professional learning to support
staff in implementing innovative
practices throughout the school.
Administrators demonstrate
leadership skills and continually
engage in activities to improve their
professional practices. Administrators
assess the extent to which their
learning enhances their personal
leadership skills.
X
Purposeful Design
New Paradigms
How do administrators model behaviors

and develop structures that allow school
teams to improve student outcomes by
empowering staff?
How do administrators and staff promote

innovation across the district and beyond,
encouraging others to take risks in meeting
students needs?
1/12/17
Purposeful Design of learning environments ensures all Design Principles are deeply rooted in the culture of the school. A commitment to equity, strategic partnerships with
internal and external stakeholders, and intentional use of resources and structures enable innovation in all Design Principles and support excellent outcomes for all students.
45 of 71
Equity
Support for Students
Cultural Competence
Beginning
Early Steps
Supports for the affective and
academic needs of students are
available. The timing and location
make them easily accessible to
students.
Growing Innovations
New Paradigms
Staff is supported in developing

cultural competence through training,
focused dialogue and planning. The
school has developed strategies to
address the needs of all learners in
culturally diverse classrooms.
A comprehensive plan is in place to

develop the cultural competence of
staff and students and to support
the success of all learners in a
culturally diverse school community.
How has the school staff intentionally
The plan includes strategies to
created learning environments where all
engage students, families and staff in
continuous learning so that cultural students feel empowered and supported to
meet high expectations?
awareness and competence becomes
embedded in school culture.
Supports for the affective and

academic needs of students
effectively address their needs and
lead to improved student outcomes
including success in rigorous
coursework and completion of high
school.
Students applying to a program of

choice are supported by a program
recruitment strategy to reflect the
demographic diversity of the district,
region or broader school population.
Recruitment materials are designed

with equity in mind and are available
to all eligible students. Messages are
tailored to the target population and
clarify the benefits of enrolling.
Policies are in place to identify and

support students to ensure sustained
enrollment in their program.
A structured system of support is in

place to address the needs of
students at risk of leaving their
program. Staff collaboratively work
to develop strategies to support
students so that no students are
exited from their program prior to
completion.
The school has selection policies in

place to ensure that students who
How has the school/program of choice
attend a program of choice reflect
recruited and selected students from
the demographic diversity of the
populations that are traditionally
district or broader school population.
underrepresented in higher education?
Staff meet with stakeholders to build
a purposeful recruitment plan for the
target populations. Recruitment
strategies include students and
How has the school reached out to
parents of target populations to
communities to be inclusive of all students?
speak personally about the benefits
of programs of choice. Staff collect
data to determine if the target
populations are being reached and
uses results to adjust recruitment
strategies annually.
School staff intentionally create and design learning environments where all students feel empowered and supported to meet high expectations. Programs of choice (stand-alone
schools or specialized programs within schools) intentionally recruit and select students from populations traditionally underrepresented in higher education.
Staff identify students who are

struggling in the school environment
and need additional support.
Access
All students in the program

population (district, school or region)
are eligible to apply to a program of
choice.
School staff have conversations about

equity, diversity and culture and how
to support the success of all learners.
Recruitment and Outreach
Beginning
Early Steps
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Growing Innovations
New Paradigms
1/12/17
Partnerships are created at all levels (district, higher education, school, business, industry, community) to provide support for schools and students both inside and outside the
classroom.
Staff monitor the retention rate of

students. Some strategies are in
place to support retention for
students at risk of leaving.
Recruitment materials for program(s)

of choice are available. The principal
recruits in feeder schools during a
specified period of time and holds
evening meetings for interested
families.
Retention of Students
Partnerships
Community Partnerships
Student-Community Connections
School, District and Higher

Education Partnerships
--------
Structures and Resources

Funding and Sustainability
Physical Resources
Staff seek opportunities to build

connections among the school,
business, higher education and other
community partners.
Staff identify and organize a few key

service and work-based learning
opportunities each year.
Staff participate in activities

sponsored by the district or local
higher education institution.
Beginning
Staff engage in partnerships with

several business, higher education
and other community partners to the
benefit of students.
Staff coordinate service and workbased learning opportunities

throughout the year to connect
students with their communities.
Staff actively develop partnerships

with the district and institute(s) of
higher education to ensure alignment
of expectations and vision.
Staff, students and community

partners collaboratively design
opportunities for students to engage
in service and work- based learning
to connect students to their
communities, including opportunities
within and beyond the school day
and campus.
Staff regularly engage with business,

higher education and other
community partners who support the
schools plans. These relationships
are managed by an onsite
coordinator, team of internal staff, or
advisory board.
How has the school intentionally and

systematically created partnerships to
support students in and out of school?
How have partnerships enhanced student

experiences to contexts outside of school?
In what ways have students learned from

service and work-based learning
experiences?
How has the school fostered relationships

with colleges and universities to provide
post-secondary opportunities for students?
The school, district office, staff from

other district schools and institute(s)
How have the school and district
of higher education are active
strategically
partnered to align resources to
collaborators in decisions impacting
the benefit of students?
students, ensuring alignment with
career credentials and degree
programs.
The school has scheduled meetings

with key stakeholders including
district, higher education and
business and community partners to
discuss sustainability of the school
and programs within the school.
Short and long range plans for

development and sustainability of
the school are available and
supported by the district, higher
education and other partners. There
is a detailed plan to ensure resources
for long- term sustainability of the
school and program.
Growing Innovations
Facilities, staffing, technology and

other resources support the schools
vision for powerful teaching and
learning.
Early Steps
1/12/17
What steps has the school taken to ensure

the long-term sustainability of innovative
programs and student experiences?
How does the school use resources such as

school staff, physical space, professional
learning and technology creatively and
intentionally to support learning?
New Paradigms
Resources such as school staff, physical space, professional learning, and technology support student learning. Funding is secured to ensure the long-term sustainability of innovative
school programs and designs.
Resources for the school are

supported by the school district and
local education partners.
The school has adequate facilities,

staffing and resources to offer
required courses.
Facilities support regular

collaboration among students and
faculty. Technology equipment and
training are sufficient to support
regular, meaningful use by all.
Teachers and students have access to
resources that support powerful
teaching and learning.
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Scheduling
Overall assessment for Purposeful

Design
Administrators work collaboratively

once per semester to develop and
adjust the school schedule to best
meet student needs.
The administrators and staff meet

regularly to discuss scheduling and
staffing in order to make decisions
that best meet student needs.
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The scheduling and staffing of the

school is designed to promote
responsive affective and academic
support for students and regular
opportunities for professional
collaboration (including common
planning and PLCs).
1/12/17
Phase 3: Data Summary

Based on the data review (Phase 1) and assessment of the Design Principle Rubric (Phase 2), list strengths of your school,
surprises, major trends, and gaps/inconsistencies discovered/discussed. Remember to base this summary on the data
collected, rubric selections, and artifacts reviewed.
School Strengths from Data and Design Principle Rubric Assessment
What did you find in your data review and Design Principle Rubric assessment that makes you proud? Include as many
bullets as necessary.
Leadership
Surprises from Data Review and Design Principle Rubric Assessment

What did you find in the data review and Design Principle Rubric assessment that you didnt expect or that surprised
you? Include as many bullets as necessary.
Ready for college was ranked at early steps. We thought it would have been higher than this.
We were surprised we were as high in leadership as we are. ( No Data turned in to show this)
Major Trends from Data Review and Design Principle Rubric Assessment
What trends do you see in your schools data and Design Principle Rubric assessment? That is, describe any areas or
data points that show improvements or declines over time (several years or during the current school year). Include as
many bullets as necessary.
Parent engagement has increased, especially with the introduction of Report Card Pickups, in which 200+ parents
participated. The CTE showcase and Athletic Parent Night also drew 200+ parents.
Personalization: More initiatives were implemented in regards to bridging the gap between middle school and high
school. A more intensive effort was put into vertical alignment, as current freshman teachers visited the middle
schools and received personalized behavioral data from middle school teachers.
Overall, the changes in the Design Principle Rubric assessment are as follows: Require Powerful Teaching and
Learning has improved from Early Steps to Growing Innovations; Redefine Professionalism has improved from Early
Steps to Growing Innovations; Leadership has improved from Growing Steps to New Paradigms; and Purposeful
Design has improved from Beginning to Early Steps.
Purposeful Design: STEM implementation has increased, as 83% of teachers have implemented one unit/project
related to the schools team. I
Design Principle Rubric Assessment Consensus

For the Design Principle or indicator in which there was the largest discrepancy among your staff about proper
placement on the rubric, please describe how your staff worked towards consensus to agree where to place the school
on the rubric for this Design Principle or indicator.
For the Design Principle or indicator in which there was the largest discrepancy among your staff about proper
placement on the rubric, please describe how your staff worked towards consensus to agree where to place the school
on the rubric for this Design Principle or indicator.
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1/12/17
Teachers met during planning periods and came to a consensus as to how the school was doing in each category. We
went through line by line until a consensus was met.
Gaps/Inconsistencies in Data and Design Principle Rubric Assessment

List and describe the areas which the data review and Design Principle Rubric assessment suggest a need for
improvement. Your areas of study (Phase 4) to be used in the School Improvement Plan (Phase 5) will come from this
list. List as many areas as evident.
List and describe the areas which the data review and Design Principle Rubric assessment suggest a need for
improvement. Your areas of study (Phase 4) to be used in the School Improvement Plan (Phase 5) will come from this
list. List as many areas as evident.
Ready For College..
ACT work on 10% measurable outcome according to benchmark still needs to improve on Science and Math
Ready for College
Provide more college visits to vocational schools, to help prepare all students for the future. Ex. Miller Motte
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Phase 4: Areas for Study

Based on Phases 1-3, identify three areas for further study and write a specific SMART goal for each one. Include the
related Design Principle(s) for each. At least one area of study should relate to Powerful Teaching and Learning.
Example:
Area for Study: Low Performance on 7th Grade Math EOG over the last two years
SMART goal: By the end of the 2014-15 school year, there will be a reduction in the number of non-proficient students
on the 7th Grade Math EOG by 10%.
Design Principles: Powerful Teaching and Learning, Redefined Professionalism, Personalization
Area for Study #1:
Increase Rigor and Relevance in the classroom to improve low performance on EOC/CTE scores.
SMART Goal #1:
By the end of the 2016-17school year, there will be a reduction in the number of non-proficient students on the
EOC/CTE final exams by 11%and exceed school accountability growth.
Design Principles:
Area for Study #2:

Teacher Retention/Recruitment
SMART Goal #1:
By the end of the 2016-17 school year, 85% of the certified staff will be retained in their current positions.
Design Principles:
Area for Study #3:

Course Failure due to Attendance
SMART Goal #1:
By the end of the 2016-17 school year, the percentage of students that fail courses due to attendance will decrease by
10%.
Design Principles:
Personalization
Area for Study #4:
By the end of the 2016-17 school year, James Kenan High School will be a STEM model school.
SMART Goal #1:
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1/12/17
James Kenan High School will obtain STEM Recognition as a prepared or modeled STEM school as outlined by the
Department of Public Instruction and North Carolina New Schools.
Design Principles:
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1/12/17
Sharing your progress:

The annual self-assessment provides schools the opportunity to reflect on their work, create data snapshots of school progress, identify benchmarks for growth,
and develop strategies to meet them. The process allows self-assessment to become an integral part of the school improvement process. Submissions should
be made electronically as follows:
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1/12/17
All Schools: Submit final Self-Assessment Data Analysis, Impact Plan, and completed School Improvement Plan through Document Tracking Service (DTS) by
September 16, 2016.
Area for Study 1: Rigor and Relevance
SMART Goal
JKHS will receive a school performance grade of B or higher and exceed expected growth by the end of the 2016-17 school year.
Departmental PLC Data Sessions
Schoolnet and CTE Benchmark Assessments
Monthly throughout the 2016- Administration, Holton

17 school year
Bi-weekly meetings by
departments throughout the
2016-17 school year
January 2017, May 2017 (end

of each semester)
Timeline
Administration, Holton
Department Chairs,
Administration, Boyles
Math I, Biology, English II and

CTE Teachers, Holton
Person(s) Responsible
Design Principles
Powerful Teaching and Learning, Purposeful Design
Tuesday Planning Period Professional

Development
Weekly throughout the 201617 school year.
Administration, Holton
Decrease in non-proficient students on

EOC/CTE final exams by 11%
Strategies

Walk-Through Process (each administrator

conducts one Walk-Through for each teacher
every week)
Every 3 months
Measurable Outcomes
Administrative Feedback received by all

teachers 3 times per week
Observations/Evaluation Procedures

Pre-Conferences, Observations/Evaluations,
Post-Conferences conducted in a timely
manner and within the deadlines/guidelines
established by the district and state
1/12/17
Administration, Teachers,
Newton
All Teachers, Administrations,

Newton
weekly with turned in lesson
plans
CIF Strategies utilized/documented in all lesson CIF Strategies required to be facilitated and
Weekly with turned in lesson
plans for all teachers
documented in all lesson plans for all teachers plans
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STEM Strategies/Projects/Connections
STEM Strategies/Projects/Connections
documented in all lesson plans for all teachers required to be facilitated and documented in
all lesson plans for all teachers
Measurable Outcomes
Lunch and Learn Intervention sessions
Lunch and Learn
attended by all students listed on Below 80 List
Strategies
Timeline
Survey results show 75% of teachers utilized

strategies shared during Tuning
Benchmark Analysis and professional

development
Instructional Rounds (6 per year)
August 2016- June 2017
Tuning (6 school-wide sessions and monthly in August 2016- June 2017

departmental PLC's)
Newton
Monthly throughout the 2016- Newton

17 school year
All Teachers
Newton
Newton
Boyles
Survey results show 75% of teachers utilized

strategies shared during Instructional Rounds
School-wide professional development on the

Lenses of Accountability
Weekly throughout the 201617 school year
Analysis of benchmark results to inform

instruction, intervention, and remediation
efforts
Designated weeks will include STEM being the

central focus of the Advisory
All Teachers
Newton, Batts
Understanding of and teacher contribution in

the evaluation process
All teachers will administer 5 SchoolNet

Every Friday in the 2016-17
Benchmark Questions. Feedback from the data school year
gathered each week will be used to assign
interventions for individual students and help
teachers with future lesson plan designs.
All teachers, Sylvia Draugn
Below 80 List (every 3 weeks)
STEM Advisory sessions
All teachers will incorporate an ACT question

Daily throughout the 2016-17
into every bellringer that will be pulled from an school year
ACT data bank.
Below 80 List produced every 3 weeks
Friday 5 sessions
Every 3 weeks throughout the

2016-17 school year
ACT Bellringer
Administrators will meet weekly with PLC's to

discuss benchmark results, EVAAS data, and
Friday 5 results.
Monthly throughout the 2016- Senior English teachers,
1/12/17
Department Chairs,
Administrators, Sylvia Draughn
Data Talks
Teachers will provide specific individual

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Graduation Project Support/Saturday Support

Measurable Outcomes
EOC/CTE Bellringers
Strategies
Timeline
Daily throughout the 2016-17

school year
assistance to students during Learn for

17 school year
students struggling with their graduation
project. Also students will be able to come to
a Saturday support group that will be offered 2
hours on 3 Saturdays each semester. A reward
party before the semester will also be
incorporated to all seniors that have
completed all work for their project and who
are ready to present by the due date.
Every EOC lesson will begin with and EOC
Question Bellringer.
Professional Development/Resources
What professional development and/or resources are needed to meet this goal? Only include items within your schools control.
SchoolNet, Common Assessment SchoolNet Training
3-Month Review
Date
What strategies are working well and need no adjustments? What data supports this decision?
What strategies did you decide to adjust and how? What data supports this decision?
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Graduation Project Committee

Members, Adminstrators
All EOC/CTE teachers.
1/12/17
What strategies did you decide to remove from the plan and why? Consider making adjustments and/or providing additional professional development before
removing a strategy completely.
6-Month Review
Date
1/12/17
9 month Reflection
Date
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Did your school meet this goal or make considerable progress? What data supports this assessment? If the goal was not met, what prevented this from
happening and how will this goal be addressed in the future?
Area for Study 2: Teacher Retention/Recruitment
SMART Goal
Design Principles
Holton, SIT Members
Timeline
D. Jones, Holton
Strategies
Monthly School Improvement Team Meetings Monthly SIP Meetings mandatory for all
held every month and attended by
members
representatives from all departments, parents,
and students
Holton, D. Jones, SIT Members
Measurable Outcomes
Monthly School Improvement Team Meetings Monthly SIP Meeting Budget Reviews A
held every month and attended by
representatives from all departments, parents,
and students
Department Chairs, Boyles
Review of School Improvement Plan at 3,6, and August 2016- June 2017
9 month benchmarks
Newton
Budget Decision Voting
All budget decisions decided upon and voted

upon by the School Improvement Team
Teacher leadership and efficacy will improve

by 20% in the areas 6.1e, 6.2f, 6.2h, 6.5, 6.6
and 7.1j on the Teacher Working Conditions
Survey.
Administration
1/12/17
Grassroots Data/Feedback/Input collected and Grassroots Data/Feedback/Input Collection

documented by each department and
stakeholder group monthly
Excellence Recognition Announcements
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Announcements will include praise remarks

being announced for outstanding performance
throughout the year
Measurable Outcomes
Employee of the Month
Strategies
An employee of the month will be announced
each month in all departments or job
descriptions
Timeline
What professional development and/or resources are needed to meet this goal? Only include items within your schools control
Administration and Guidance
Budget Report printed and copied for all members monthly. Schedule created, printed and copied for all members and posted on Data Wall and in teacher
mailroom.
3-Month Review
1/12/17
6-Month Review
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1/12/17
9 month Reflection
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Area for Study 3: Course Failure due to Attendance
SMART Goal
By the end of the 2016-2017 school year, the percentage of students that fail courses due to attendance will decrease by 10%.
Design Principles
Personalization, Purposeful Design
Decrease in students failing courses due to

attendance by 10%.
Top attendance celebrations by grade level
Advisory attendance conferences
August 2016-June 2017 one 2

days a week established by
individual teachers
End of every Month, June

2016-June 2017
August 2016-June 2017
Raynor
Boyles, Raynor
Boyles, Raynor
PMR Benchmark Attendance Rates at 95%

each month
Monthly Make-Up Time Sessions (Academic)

with Teacher
Raynor
Timeline
All time missed over 5 days will be made up

within one month after the 5th absence is
received.
Highlight perfect attendance by month
August 2016-June 2017

Monthly
Advisors
Strategies
Decrease in students failing courses due to

attendance by 10%.
Quarterly August 2016-June

2017
Measurable Outcomes
One-On-One Student Conferences with Advisor All students will meet with their advisor 4
times during the year to discuss attendance
and academics and advisors.
Advisors
Attendance tracked and documented by all

advisors for their individual advisory.
Attendance data will be maintained by all

Daily August 2016-June 2017
advisors for their advisees for the entire school
year
1/12/17
Administrators and Advisory

Teachers
Schedule will allow for Advisory teachers to

combine two Advisories so that one teacher
can enrich, while the other meets with
individual students to discuss attendance
Quarterly August 2016-June

2017
Advisory Conference Schedule Design
Students and teachers will be strategically

During the summer of 2016
Holton, Boyles, Stroble,
scheduled based on data. Teachers showing
and continuing throughout the Walker, Batts, Williams
success on EOC's will be assigned EOC courses. school-year
Addition of foundations courses to increase
success, promote positive attitude with school.
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Students experiencing academic difficulties are

more likely to dropout or have attendance
problems. Strategic Scheduling to improve
academic success and decrease attendance
failures.
Attendance Reports from Data Manager, Kelli Williams printed and communicated monthly.
3-Month Review
6-Month Review
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1/12/17
9 month Reflection
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1/12/17
Area for Study 4: Powerful Teaching and Learning.
Strategies
Timeline
Morgan Lloyd, Tiffany Cassell
SMART Goal
By the end of the 2016-17 school year, James Kenan High School will prepare students for college and careers via the implementation of STEM strategies in all
classes so that we may move from a STEM school of distinction at the prepared level to become a STEM school of distinction at the model level.
Design Principles
Purposeful Design, Powerful Teaching and Learning
Measurable Outcomes
Teachers will work collaboratively to plan and Teachers will use lesson plans to incorporate a August 2016- June 2017
implement STEM lessons throughout the year. STEM lesson at least once a week.
All certified staff members
Teachers will upload 2 STEM lessons each

month and post on the JKHS STEM website
All teachers
Staff members will utilize the school STEM

website to share evidence of STEM education.
STEM Theme will be present in all classrooms All teachers will implement the STEM theme in August 2016- June 2017
through connections between the "Growing to their daily lesson plans, when applicable and a
Build a Future" STEM school-wide theme and minimum of twice per year.
daily lesson plan design.
All teachers
All staff members
Staff members will ingrain the STEM theme,

Growing to Build a Future, in their specified
area of work.
All classes will use the Design Cycle in daily

lesson plans and lesson plan designs.
Teachers will implement this theme

throughout the school year in their classrooms,
and we will incorporate
Advisory lessons on Fridays to ingrain this
theme throughout the school. We will also
post this in classrooms and on signs
throughout the school.
Design Cycle will be utilized in all classes and

become an integral part of students' and
teachers' approach to solving problems.
Administration and Lead STEM
1/12/17
Professional Development in the area of STEM August 2016- June 2017

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Teachers will fluent and knowledgeable in the

Education will be offered to teachers during

planning period and whole staff PD sessions
Strategies
area of STEM education and it's use in the

instructional process.
Harvest Festival will be scheduled and held to

promote and highlight STEM Education.
Measurable Outcomes
Harvest Festival
Timeline
Increase the number of whole staff SIP/Impact Assign an SIP Review Session Facilitators,
Plan Review Sessions to occur every month,
Coordinator and Reporter/Scheduler to
increasing the level and frequency of
schedule, facilitate and communicate the SIP
meaningful results oriented feedback and data Review Sessions. The monthly sessions will
driven conversations.
involve all faculty and staff. Two teacher
facilitators will objectively facilitate the review
sessions, leading the faculty and staff through
discussion focused on each and every strategy
in the SIP. The coordinator (SIP Chair) will
oversee the planning of the agenda and will
make necessary adjustments to the SIP as
decisions are made. The reporter will schedule
the sessions, take minutes during the sessions
and report out the feedback and all decisions,
changes or adjustments made to the SIP. The
purpose of this strategy is centered around
maintaining the most efficient and effective
SIP and creating an environment conducive to
ongoing change and school improvement.
Lesson plans, STEM review committee
3-Month Review
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Teachers/STEM Team
All JKHS Employees
Coordinator-Wendy Lanier
Facilitator-Val Cox
Reporter- Ann Batts
Attending All Sessions-All
Certified Staff
1/12/17
6-Month Review
1/12/17
9 month Reflection
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---------
Checklist of State-required On-going Operational Activities

All Schools
K-8 Schools Only
Implement strategies for involving parents and the community in the educational program?
---------
Provide at least five hours of planning time for teachers each week?
---------
Provide daily duty-free lunch to teachers?
---------
Plan for use of assessments to monitor student progress?
---------
Plan use of staff development funds?
---------
Implement instructional practices designed to improve academic performance of students at-risk of academic failure or dropping out?
---------
Implement strategies for improving performance of all students?
Does this school:

Yes
Yes
Yes
Yes
Yes
Yes
Yes
--------Does this school:
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Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements?
---------
1/12/17
Safe School Plan for James Kenan High School 2016-2017
Pursuant to General Statute 115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district and school-level
personnel with respect to establishing and maintaining a safe, secure, and orderly school.
Name and role of person(s) responsible for implementing this plan: Michael Holton
Statement of Responsibility for the School District Superintendent

In accordance with General Statute 115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan,
evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating
with local law enforcement and court officials as appropriate.
In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur:
Disciplinary action in the event that the district superintendent fails to fulfill these responsibilities will be handled by the Duplin County Board of Education.
Statement of Responsibility for the School Principal

In accordance with General Statute 115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly
school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for
alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary
consequences for disruptive students.
In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur:
Disciplinary action in the event that the school principal fails to fulfill these responsibilities will be handled by the Duplin County Board of Education.
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Statement of the Roles of Other Administrators, Teachers, and Other School Personnel
In accordance with General Statute 115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe,
secure, and orderly school environment:
Assistant Principal(s):Brian Jones, Jackie Newton
Teachers:Wendy Lanier
Teacher Assistants:Reggie Melvin
Other School Staff:Gerron Rivenbark (Social Worker), James Tyson (SRO)
Services for At-risk Students

Pursuant to General Statute 115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of
engaging in disruptive or disorderly behavior, or both.
Advisory, Lunch and Learn, Below 80 List, Chillout, PBIS Training and implementation, Monthly Make-Up Sessions, Required After School Lab Days (Each Teacher
2 Days Per Week), Student Support Team
Pursuant to General Statute 115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at
risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them
from classrooms when necessary.
Student Support Team Meetings to discuss individual students, Chillout/ISS, Lunch and Learn, After-School Learning Program, Tutorial during Lunch and Learn
Pursuant to General Statute 115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning
program.
The Renaissance Center is provided as an option for students whose behavior management or academic performance needs cannot be met in a regular
educational setting. Each attendee has a Personal Education Plan (PEP) developed which addresses the behavior management and academic needs of the
student. These plans are reviewed by the Renaissance program and home school and include a transition plan to the Renaissance Program and a plan for a
return to the home school. The Renaissance Committee reviews all referrals with the Renaissance Director and they collaboratively decide upon length of stay,
objectives for the student and create a plan that entails when the re-entry to the home school will occur.
High school and middle school students who attend the Renaissance Center are assigned to courses that will transfer back to the home school. These include
academic courses in English, mathematics, science and social studies and will enable students to progress to meet graduation and promotion requirements. In
addition, students are provided character education and support to facilitate their growth and return to the home school. A student's established Personal
Education Plan goals and objectives must be satisfactorily met in order for a student to be eligible to return to the home school.
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In accordance with General Statute 115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed
depending upon number of goals.)
Students referred to SST and/or Administration that consist of major infractions or consistently disruptive behaviors that impact the learning environment for
other students, can be referred by administration for the county alternative school. These students are presented to the county alternative school committee
and a decision is made as to whether or not they will be assigned to the alternative school and for how long. Students can serve grading period terms or yearlong
assigments, based on the nature of the infraction and consistency of the behavior.
Indicator:
Target:
Goal:
End of Year Discipline Data Report issued by the county at the conclusion of each year.
Decrease suspension rate by 5% in the 2016-17 school year.
We will create an orderly environment conducive to learning at JKHS by decreasing the number of suspensions by 5%.
Target:
Goal:
Drop-out Report
Decrease the number of drop-outs by 10% in the 2016-17 school year
JKHS will graduate all seniors.
Milestone Date: 6/12/16
Indicator:
Target:
Decrease in failure and dropout rate by 10%.
Increase student academic success in alternative programs, decreasing the failure and dropout rate by 10%.
In accordance with General Statute 115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk
students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).
JKHS will conduct SST meetings monthly to review all disciplinary data, intervention strategies, alternative referrals, dropout reports, ISS/OSS assignments and
student academic progress in alternative strategies and programs.
Indicator:
Target:
10% decrease in failure and dropout rate.
Provide make-up time and academic intervention support after school, decreasing the failure and dropout rate both by 10%.
Indicator:
Target:
Decrease the failure rate of freshmen by 10%.
Freshman Orientation offered to all rising freshmen, increasing the academic success rate of at-risk students.
Indicator:
70 of 71
1/12/17
In accordance with General Statute 115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe
school initiative:
Crisis Drills
Bullying Recognition and Prevention Training
Gang Violence and Recognition Training
Law Enforcement Response/Crisis Training
Emergency Response Drill Training
Quarterly Safety Meetings
CPI Training
Bloodborne Pathogens Training
Discipline Response Training and Referral Procedures
Completed
Planned and Completed
Planned
Completed
Planned
Planned
Completed
Completed
Professional Development
Gfeller-Waller Concussion Training
Planned/Completed
Pursuant to General Statute 115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.
All schools in Duplin County have access to a school resource officer and a school social worker. These positions work in collaboration with the administration,
school counselors, and teachers to ensure school safety and compliance.
Source of Funding
1/12/17
Pursuant to General Statute 115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and
representatives of the local community.
Duplin County Schools communicates with internal and external stakeholders. At the district level, the school system uses the webpage, local media outlets,
email, town hall meetings, board of education meetings, and ConnectEd to disseminate information. Additionally the superintendent holds regularly scheduled
Student, Parent, Teacher, and Faith-Based Advisory meetings as a means of communication. The district also gathers information via surveys sent to both
parents and staff. At the school level communication occurs via closed circuit televisions in front offices, PTA and staff meetings, school marquees, ConnectEd
messages, websites (both school and teacher) agendas, newsletters, report cards, progress reports, family nights and parent conferences.
Amount of Funding
71 of 71
Duplin County Schools
Funding Uses and Sources At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded
Academic
Intervention/Freshman
$6,500
Orientation/Make-Up Time

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2016-2017 School Improvement Plan

LEA or Charter Name & Number:

Duplin County Schools (#310)

November 15, 2016

Local Board Approval Signature:

School Improvement Team Membership

School Improvement Plan

School Improvement Plan

School Improvement Plan

2016 Self -Assessment Data Analysis

Phase 1: Data Collection and Review

Self-Assessment Data Analysis

Ready for College and Careers

Wayne Community College

University of Mount Olive

University of Mount Olive

Central Carolina Community College

Fayetteville State University Admissions

Cape Fear Community College Admissions

William Peace University Admissions

Self-Assessment Data Analysis

EXPLORE (8th Grade)

English (Minimum 13)

Reading (Minimum 16)

Mathematics (Minimum 17)

Science (Minimum 18)

PLAN (10th Grade)

English (Minimum 15)

Reading (Minimum 18)

Mathematics (Minimum 19)

Science (Minimum 20)

ACT (11th Grade)

English (Minimum 18)

Reading (Minimum 22)

Mathematics (Minimum 22)

Science (Minimum 17)

Composite (Minimum 17)

Self-Assessment Data Analysis

College Transfer Pathway (11th/12th Graders Only)

Course Passing Rate

CTE Pathway (11th/12th Graders Only)

Self-Assessment Data Analysis

Course Passing Rate

Course Passing Rate

Advanced Placement Courses

Total Number of Classes

Percentage of TestTakers that Scored 3 or

Percent Passing Class (HS

Self-Assessment Data Analysis

Number/Percentage of seniors to accepted to at least one college (high school)

Number of seniors accepted to at least one

Percentage of seniors accepted to at least

SAT average score and 3-year trend data (high school)

Number of Students Tested

Percent of juniors/seniors taking SAT (high school)

Number of Juniors/Seniors Enrolled

Number of Juniors/Seniors Completing SAT

Percent of Juniors/Seniors Completing SAT

Additional school-specific data as related to Ready for College and Careers

Additional School-Specific Data for Ready for College:

Self-Assessment Data Analysis

Require Powerful Teaching and Learning

Number of Walkthroughs Documented on Google Form in