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Alexander Early College CONTINUOUS SCHOOL IMPROVEMENT PLAN
Submitted: September 2017
ALEXANDER EARLY COLLEGE SIP (2017-2018) �1
The School Improvement Plan has been developed and aligned to the requirements of the following.
Alexander County Schools Board of Education PolicyFederal and State Standards
2017 NC New Schools/ Breakthrough Learning Committee
The following are members of the School Improvement Team as specified by legislation
The SIT is made up of the AEC Staff, AEC Parents, & AEC Students.
Mr. Jason Evans Principal
Mrs. Michaell Ratchford School Counselor
Mrs. DeAnne Robbins Social Studies Teacher
Mrs. Christy Hall Science Teacher
Mrs. Mary Beth Bumgarner English Teacher
Mrs. Melissa Sharpe Math Teacher
Mrs. Crystal Sherrill Data Manager/ Bookkeeper
Mr. Tony Warren Math Teacher
Mrs. Rachelle Cain Math Teacher
Mr. Ashley Bumgarner English Teacher
Mrs. Holly Duckworth Science Teacher
Bonnie Moren Parent
Nicholas Bowman Student (Student Council Rep.)
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______________________________________Principal (Mr. Jason Evans)
___________________________________________School Improvement Chair (Mrs. Mary Beth Bumgarner)Mission and Beliefs
Alexander County Public Schools’ Mission Statement:
To educate and empower every student to become a responsible and productive citizen
Alexander County Public Schools’ Vision
ACS will graduate highly-skilled, globally competitive students
Alexander County Public Schools’ Motto
Children First
Alexander County Schools Core Beliefs
We believe a quality public education enhances the lives of all students and communities; therefore,we will...• Ensure student success through shared responsibility among employees, students, parents, and community.• Provide an inviting, safe, and healthy school environment.• Engage students through the utilization of innovative technologies.• Expect and support educational and professional excellence.• Foster life-long literacy across all disciplines.• Establish and nurture a collaborative community by building relationships that promote, welcome, and value education.• Model and promote strong character and personal responsibility.• Recognize, value, and invest in the individual differences of each learner.
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Alexander Early College’s Mission Statement:
To create a student-centered, non-traditional learning environment that launches lifelong achievement
Alexander Early College’s Vision:
To create a supportive learning environment in which every student graduates with a high school diploma and is college and career ready to further promote growth in our community.
Alexander Early College’s Beliefs:
To achieve our Vision and Mission, we believe:
• Accepting, nurturing, and safe learning environment maximizes success.• Ownership and empowerment builds student capacity.• Collaborative and challenging instruction enhances engaged and authentic learning.• Multi-faceted support is necessary.• Professional collaboration is student-centered.• Family and stakeholder involvement matter.• Connection to extra-curricular activities sustains community history and tradition.
School Information:
Alexander Early College (AEC) is a new school that serves the students of Alexander County. There are 159 students that attend AEC. The students of AEC are dedicated to the principal of integrity. They are a group that collectively benefits from the Early College experience. A common trait among the students of AEC is that they desire for something greater than the traditional high school experience. Approximately 80% of all AEC students are first generation college students! For them, college is no longer a possibility. It is a reality!
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The students of AEC learn from the most innovative and effective teachers in the state of North Carolina. Each student strives to read, write, think, and talk in every class, every day to expand their knowledge and to think on a level that only AEC can offer. The goal of AEC is to create lifelong learners that will someday be leaders in Alexander County.
Alexander Early College will engage students in a college-going culture in a four year program where students will simultaneously earn a high school diploma and an Associate’s Degree in Science or Art (or up to two years transferable college credits). Early College High Schools make higher education more accessible and also help students become more comfortable in an advanced educational environment.
The student centered curriculum will be built upon a collaborative problem solving model. Student discovery will be supported by a teacher who facilitates and provides opportunities for students to build confidence and develop a deep understanding of content. An emphasis will be placed on student communication with rigorous support in communication skills including listening, speaking, reading, and writing.
GOAL STATEMENT:
The strategic goals for the 2017-2018 school year were created based on student achievement data, student attendance data, the technology needs assessment, the professional development survey, and collaboration between parents, students, and staff. Due to the fact that AEC is a new school with no previous data, the goals were developed based on the mission statement, vision, and beliefs of the school. Also, the Early College rubric was discussed and used to identify performance gaps. Approximately 80% of the students that attend AEC are first generation college students. The AEC staff, ACS leadership, and Alexander County community believe that AEC is essential to promoting both economic and social growth in the Alexander County community. AEC has made college a reality for many families in the area. Therefore, the goals outlined in the SIP focus on supporting the students at AEC in their endeavor to become a college educated citizen.
Overview
North Carolina New Schools Design Principles
The North Carolina New Schools partners with local school districts and higher education institutions to help schools become nimble, rigorous and focused institutions that graduate every student prepared for college, careers and life. NC New Schools’ goal is to spark and support deep instructional change by purposefully and dramatically rethinking traditional schools’ organization to promote more effective teaching and learning. Our essential premise is straightforward: to improve public schools everywhere, individual schools must
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be encouraged and assisted to invent and implement more effective means of serving students. The successes that these schools achieve must be sustained, their processes supported, and their new structures for success replicated.
Design Principles
Each child in every school is entitled to achieving high academic and affective outcomes. To that end, the following six design principles for NC New Schools’ partner schools are non-negotiable for all involved in leading school transformation:
• Ready for College: NC New Schools’ partner schools are characterized by the pervasive, transparent, and consistent understanding that the school exists for the purpose of preparing all students for college and work. They maintain a common set of high standards for every student to overcome the harmful consequences of tracking and sorting.
• Require Powerful Teaching and Learning: NC New Schools’ partner schools are characterized by the presence of commonly held standards for high quality instructional practice. Teachers in these schools design rigorous instruction that ensures the development of critical thinking, application, and problem solving skills often neglected in traditional settings.
• Personalization: Staff in NC New Schools’ partner schools understand that knowing students well is an essential condition of helping them achieve academically. These schools ensure adults leverage knowledge of students in order to improve student learning.
• Redefine Professionalism: Evident in NC New Schools’ partner schools are the collaborative work orientation of staff, the shared responsibility for decision making, and the commitment to growing the capacity of staff and schools throughout the network.
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• Leadership: Staff in NC New Schools’ partner schools work to develop a shared mission for their school and work actively as agents of change, sharing leadership for improved student outcomes in a culture of high expectations for all students.
• Purposeful Design: NC New Schools’ partner schools are designed to create the conditions that ensure the other five design principles: ready for college, powerful teaching and learning, personalization, leadership and redefined professionalism. The organization of time, space, and the allocation of resources ensures that these best practices become common practice.
Design Principles Rubric:
The rubric used to identify the needs at AEC was designed by NC New Schools to encourage continuous improvement with staff, students and stakeholders to become models of innovative practice.
The following are agree upon goals that will support our vision for student achievement.
Goal 1. Vision (Purposeful Design): 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.
Goal 1- Support for students: 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.
Goal 1 Guiding QuestionsHow has the AEC staff intentionally created learning environments where all students feel empowered and supported to meet high expectations? How has the school/ program of choice recruited and selected students from populations that are traditionally underrepresented in higher education? How has the school reached out to communities to be inclusive of all students?
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Goal 2. Vision (Modeling 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.
Goal 2- Powerful Teaching & Learning: Administrators create and sustain a culture and process for staff to incorporate peer feedback regularly to improve student learning in each classroom.
Goal 2 Guiding QuestionsHow 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 student needs?
Goal 3. Vision (Shared 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.
Goal 3- Shared Decision Making: Staff take ownership of problem identification, solution generation, decision making and strategy implementation with support and guidance from administrators.
Goal 3 Guiding QuestionsHow has the school implemented structures and processes to ensure all adults assume ownership for the development of new solutions to meet school and individual needs and hold each other accountable to high standards for student success? How does the school provide opportunities for staff to build and demonstrate leadership skills? 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?
Goal 4. Vision: 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.
Goal 4- Affective Student Support: 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.
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Goal 4 Guiding QuestionsHow 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? What evidence exists to show that school efforts to support the affective needs of students are working?
Goal 5. Vision: 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.
Goal 5- Integrating Technology for 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.
Goal 5 Guiding Questions: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 disciplines? What does effective, widespread collaboration look like? In what ways is technology transforming instruction? How do teachers ensure that students consistently engage in deep discourse? What literacy skills are essential for student success? How are students acquiring them? How have students taken ownership of their own and group learning?
School Improvement Plan for 2017-2018
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MEASURABLE OBECTIVE
STRATEGY PROGRESS MONITORING TIMELINE OF EVALUATION
RESOURCES NEEDED/ BUDGET
PERSON RESPONSIBLE
Goal 1. The leadership team facilitates professional development and coaching for all staff members on assessments and data sources used to inform decisions
CIHS Goal: Require Powerful Teaching and Learning: NC New Schools’ partner schools are characterized by the presence of commonly held standards for high quality instructional practice. Teachers in these schools design rigorous instruction that ensures the development of critical thinking, application, and problem solving skills often neglected in traditional settings.
ACS Goals:Student Success:Strategies: SS 4.2, SS 4.3, SS 4.4, SS. 4.7, PE 4.4
1. All teachers will participate in the Learning Focused Schools professional development independently
2. Teachers have the option to choose from various PD opportunities offered through NWRESA
3. Teachers will seek professional development opportunities that exist within our region.
Teachers will meet the deadlines for completing the Learning Focused Schools modules that were emailed during the 1st week of school.
All teachers will align one PDP goal with PD opportunities.
Teachers will be expected to share the knowledge gained from professional development with the staff
May 2018 District Professional Development opportunities
Teacher access to Learning Focused Schools modules
Co-worker collaboration
AEC Faculty
ACS support staff
ACS Staff
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MEASUREABLE OBJECTIVE
STRATEGY PROGRESS MONITORING TIMELINE OF EVALUATION
RESOURCES NEEDED/ BUDGET
PERSON RESPONSIBLE
Goal 2. Resources available to support MTSS implementation are identified and allocated
CIHS Goal: Personalization: Staff in NC New Schools’ partner schools understand that knowing students well is an essential condition of helping them achieve academically. These schools ensure adults leverage knowledge of students in order to improve student learning.
ACS Goals:Student Success:Strategies: SS 2.1, SS 2.2, SS 2.3, SS 2.6, SS 2.7
1. Implement the strategies outlined in the district MTSS Secondary Education Model (H.S.)
2. Performance gaps will be identified through weekly PLCs, and resources will be discussed and allocated by the AEC staff to support the growth of students.
3. School Counselor will seek professional development to further understand the MTSS process and then share with the AEC staff
1. Evidences will gathered through weekly PLCs. Each grade level will have a separate PLC.
2. Frequent assessment of resources by staff and administrator
May 2018 Resources from ACS to support MTSS @ AEC
Materials that explain the MTSS process at AEC
Presentation of MTSS resources and processes led by AEC leadership.
MTSS professional development initiated through state/ regional professional development
AEC Staff
ACS Staff
AEC School Counselor
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MEASUREABLE OBJECTIVE
STRATEGY PROGRESS MONITORING TIMELINE OF EVALUATION
RESOURCES NEEDED/ BUDGET
PERSON RESPONSIBLE
Goal 3.Effective data tools are used appropriately and independently by staff
CIHS Goal: Purposeful Design: NC New Schools’ partner schools are designed to create the conditions that ensure the other five design principles: ready for college, powerful teaching and learning, personalization, leadership and redefined professionalism. The organization of time, space, and the allocation of resources ensures that these best practices become common practice.
ACS Goals:Student Success:Strategies: SS 4.2, PE 1.4
1. Each teacher will track their students through the use of data sheets and portfolios
2. Student led conferences will be used to share student performance data with parents.
3. Staff will identify and implement MTSS strategies as a tool to address student achievement gaps.
4. EVAAS data will be used by all teachers to guide instruction and to identify performance gaps.
1. Students will reflect on their goals after every assessment.
2. An attendance sheet will be kept throughout the school year. Teachers will be on hand during student led conf. to answer questions as they arise.
3. MTSS strategies will be documented through weekly PLC agendas
4. Teachers will analyze EVAAS data for each student and conference with those students that are at-risk as by defined by EVAAS. Teachers will use EVAAS data to compare test scores with the projected scores from EVAAS.
May 2018 EVAAS Training
Portfolios for every student
Crates for each teacher
Hanging files for teachers
Student Data Sheets
Access to EVAAS data
PLC agenda
MTSS powerpoint (overview)
AEC staff
ACS support staff
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MEASURABLE OBJECTIVE
STRATEGY PROGRESS MONITORING
TIMELINE OF EVALUATION
RESOURCES NEEDED/ BUDGET
PERSON RESPONSIBLE
Goal 4. Data is used to track student tardies, early check outs, and absences. Policies and procedures effective student tardies, attendance, and early-check outs are modified or created to improve student attendance
CIHS Goal:Affective Student Support: 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.
1. SIT votes to adjust current AEC discipline matrix to effectively address student tardies, absences, and early check-outs
2. Students will consistently assigned a consequence for poor attendance (tardies, early check outs, etc.)
3. AEC administration will communicate with the legal guardians the process and procedures regarding attendance at AEC.
1. Weekly attendance reports
2. AEC discipline matrix
3. Silent Lunch sign in sheet
May 2018 N/A AEC StaffAEC Parents
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OVERALL SUMMARY OF NEEDS:
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The 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. 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. 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. 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.
AEC WAIVER REQUEST
ALEXANDER COUNTY SCHOOLSALEXANDER EARLY COLLEGE HIGH SCHOOL
WAIVERS
Identify the law, regulation or policy from which you are seeking an exemption.Waiver requests are related to GS 115C-84.2 School Calendar Bill, SBE Policy HSP-N-000 NC Graduation Requirements
Please state how the waiver will be used.Waivers are used to allow the most effective implementation of the Early College concept by allowing the school calendar to match more closely the community college calendar, to provide transportation of Early College students from their district schools to the community college, allow students to take college courses, some of which will count as high school credit and accelerate their course work to meet high school and college degree requirements.
Please state how the waiver will promote achievement of performance goals.Performance goals for the Early College are very rigorous. Waivers allow students to perform at an accelerated pace while meeting requirements for graduation and earning college credit to complete the four or five-year Early College program.
Alexander County Schools/ Alexander Early CollegeHigh School Waivers: NC Department of Public Instruction
Law or Policy Action Requested Rationale
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House Bill 1464 Exempt AEC from starting and ending day mandate
Provides for development of a consistent classroom calendar for AEC students vs. two separate, overlapping calendars allowing no breaks in the school year (at any given time, either HS or CVCC classes are in session; break times for the LEAs and IHE do not correspond)
Allows AEC to coordinate instructional and support services for staff and students with CVCC, maximizing resources for both institutions
Provides flexibility in staggering student start dates, etc., to orient and remediate freshmen and/or at-risk populations without compromising instructional calendar
Removes inherent difficulty in aligning academic calendars of the four participating LEAs
Enables AEC to meet requirements of G.S. 115C-84.2 (school calendar) while meeting other logistical and instructional requirements on the CVCC campus
Aligns AEC operational procedures with regular college procedural patterns, further acclimating students to college atmosphere and culture
Provides enrolled students with summer opportunities, including new student orientation, optional additional or advanced classes in areas of interest, and optional acceleration of 5-year timetable
Eliminates structural and procedural barriers between high school and college methodology
Allows for rethinking traditional high school design
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Senate Bill 656
SBE Policy HSP-M-001: “Course for Credit” – Required graduation courses to be taken only on high school campus
Align and articulate NC required courses with CVCC like courses, granting full diploma credit when CVCC courses fully meet NC SCS curricular standards:
HPE 110 and PED 142 = credit for Health & PE
ENG 231 and ENG 232 = credit for English 3
ENG 241 and ENG 242 = credit for English 4
MAT 171 and MAT 172 = credit for 4th HS Math
SPA 111-112-211-212 = credit for Spanish 1-2-3-4 respectively
Facilitates primary curricular objective of Learn and Earn Early College High School program to create “seamless, integrated curricula” between high school and college
Eliminates curricular and instructional redundancy
Streamlines the timeframe for graduation, further advancing Learn and Earn Early College High School program objectives
Maximizes opportunities for implementation of flex scheduling according to individual students’ PEPs, offering a wider range of CVCC options to choose from within the enrollment timeframe
Eliminates patterns of tracking and sorting
Provides greater access to college courses for all students
Allows LEAs to align high school and college courses as they apply to graduation
Facilitates rethinking the design of high school courses of study to better prepare students for college and the workforce
Blends the total experience of the two institutions and eliminates real and perceived boundaries for students
Allows for true collaborative planning and teaching between high school and college instructors
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Community College Waivers: NC Community College System
DPI Testing Regulations: Designated LEA Testing Window
Allow separate AEC testing dates, EOC courses only
Allows alignment with AEC/ CVCC academic instructional calendar
Allows school-based support structures to meet students’ developmental needs in timely fashion
Allows for creation of an acceptable testing environment. [Students would be forced to test weeks after the end of relevant instruction, schedule testing at odd times of the day, and test in unfamiliar – possibly non-academic – surroundings if not allowed to test within their own academic instructional calendar.]
NCGS 115D-5(a)
23 NCAC 2D.0201:
Exempt AEC students from tuition requirements while pursuing the community college Associate’s degree
Facilitates AEC program objectives by encouraging and enabling students from minority, low SES, and other disadvantaged backgrounds to participate
Removes economic barriers to participation from students whose families have been hard hit by regional economic downturns, including unemployment
Makes the program continuously attractive to students who show progress and steady achievement, helping to prevent voluntary withdrawal for other reasons
Serves as a major incentive to parents to pursue and eventually support their children in application, enrollment, and the meeting of increasingly high academic and social standards for continued enrollment
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23 NCAC 2C.0305(c.) Allow AEC student enrollment (with FTE reimbursement) in developmental courses where necessary to establish prerequisite skill levels for required coursework
Provides additional measures of support for those elements of the diverse AEC student population who may need them
Better facilitates service to student populations more accurately reflective of participating LEA student populations
Recognizes need for all students to be prepared for postsecondary education; eliminates barriers to access
Eliminates traditional patterns of sorting and selecting
Eliminates tendency to group or label students in ways that might have potential to limit expectations for accomplishment
Discourages uninformed premise that participating students must either enter pre-equipped for college-level work or that they must qualify as at-risk, having “fallen through the cracks” prior to acceptance
Facilitates opportunities to design flexible program(s) to meet the needs of a diverse student body
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23 NCAC 2C.0305 Allow AEC students to take any college courses in their program of study regardless of their age, provided that they are academically prepared
Fulfills intent of Learn and Earn Early College High School project mission and objectives to create a “seamless, integrated” high school – college learning experience starting with students’ entry into the 9th grade (typically at age 14)
Fulfills site-based intent of SB 1225, 2004 Technical Corrections Act, Section 53
Amends HB 1414 to allow local school administrative units and colleges to agree upon the minimum age of students participating in Learn and Earn projects
Further eliminates barriers between high school and college
Removes obstacles to flexibility and innovation
Assists program efforts to ensure 100% graduation with both high school diploma and college associate’s degree or two years’ transfer credit
Allows AEC to serve all students grades 9-12 or 9-13 in the same location on the campus throughout their entire high school career
Allows time to develop true lasting relationships with adults and peers over course of four- or five-year participation
Allows time for any intensive academic preparation, remediation, and/or additional support as needed by individual students in his/her own familiar academic surroundings and atmosphere
Provides for a “seamless, integrated” program of study
Provides opportunities to personalize each student’s work on both sides of the total program
Removes artificial barriers to college courses unrelated to student academic preparation
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NC Funding and Reimbursement Protocol(s): summer enrollment
Grant FTE reim-bursements to CVCC for AEC students taking coursework in the summer sessions
Allows for development of flexible transition programs between traditional high schools and AEC for students who need them
Encourages highly-motivated students to continue with programs of study and/or pursuit of personal academic interests, thereby increasing level of personal and academic maturity and responsibility, making total program experience more successful
Allows opportunities and incentives for students who fall behind in program of study requirements to catch up
Provides opportunities for remediation and academic coaching in an educational environment unencumbered by regular-year time and/or space constraints
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NCCCS Admissions and Enrollment Policies:
a) courses scheduled for the primary purpose of enrolling college students
b) high school student displacement of adults, priority enrollment = 20% class enrollment cap
Exempt AEC students from these limitations
Recognizes and acknowledges fundamental premise behind Learn and Earn Early College High School project: all students have need and deserve to pursue both high school diploma and postsecondary education
Removes barriers to AEC students access to all needed courses
Provides local college flexibility in creation of schedules that accommodate needs of both adult learners and AEC students
Raises level of academic rigor for AEC students
Fulfills Learn and Earn Early College High School project objectives: allows students to receive high school diploma and collegecredit at no cost to student; allows students to enter workforce as highly-skilled workers; provides 2 years’ college transfer credit to high school students at no cost and makes a bachelor’s degree a realistic and attainable goal; Eliminates barriers which might prevent AEC students access to upper level courses when sections are limited
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CA-1 SBE Waiver ID
Waive requirements of
115C-84.2
Waive requirements of 115C-84.2
(“Calendar Bill”), regulating the
opening and ending dates of the
public school instructional
calendar.
Automatic exemption appliesonly to schools operating onthe campus of a community
college or university; all othersmust request waiver.
P-1 SBE Waiver ID
Waive requirements of seven paid
staff members and/or one hundred
students to qualify for state
support for a principal, paid at
level three.
Allowed for 1st year only; afterthe first year, programs without seven paid staff and 100
students must supportprincipals using local funds
NC General Statutes Section
115c-301(c) Maximum Class Size
Waive requirements according to NC General Statute Section 115C-301(c)- Maximum Class
Size
- Will allow flexibility to ad hoc grouping in both skill and content areas.
- - Diminishes the possibility of whole-school reorganization if student enrollment is significantly higher than student projections.
NC General Statutes Section 115-301
(d)
Waive requirements according to the maximum teaching load
- Will allow for more effective use of staffing, focusing on individual strengths of the faculty/ staff
- - More effective teaching/ learning will occur as schools are able to operate the master schedule with fluidity, moving students in and out of
skill groups as assessment indicates.
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CU-1SBE Waiver ID
Allow student to meet graduation requirements by
substituting a college-level course for an approved high
school course, as appropriate. This includes permitting
multi-course sequences to meet requirements, and
includes all core curriculum areas and foreign languages.
School must specify in their application the high school course(s) to be replaced and the associated college-level course for which credit will be
given. Students must pass the college-level course. Students must pass the EOC exam only when the EOC is part of the high school exit requirement
CU-2SBE Waiver ID
G.S. 15c NC administrative code
subchapter 6D-Instruction section.001 (“Seat Time”)
Allow school flexibility to vary the 135/150 clock hour requirements for awarding a unit of credit based on student performance.
TST-1SBE Waiver ID
Allow Early College H.S. student to test out of
required high school courses by taking and passing End-of-
Course Test
Student must score at the 70th percentile or higher on the EOC to obtain the exemption.
TST-2SBE Waiver ID
Allow Early College H.S. students to test out of
required non-EOC high school courses by scoring 85 or higher on requisite final
exams.
Students must score at least an 85 on the course final exam.
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Note: Alexander Early College employs all of the standard waivers of North Carolina for the Cooperative Innovation Act High Schools.
TD- TIMS Audit Regulations: Efficiency
Ratings(Exempt AEC
buses from efficiency rating formulae for participating LEA)
Allow exemption for Early College H.S. buses
- Allows Alexander Early College (AEC) buses to serve the entire LEA area, long routes w/ small ridership, without incurring financial
penalties to the participating LEA (Alexander County Schools)- - Eliminates LEA disincentive to provide transportation and thereby
fulfill objectives for diversity and target populations.- - Removes possibility of negative impact on district’s efficiency
rating resulting in loss of or decrease in State transportation funding.- - Allows AEC to eat. bus routes and assign riders and stops based
on both need and physical address within the participating areas.
State licensure guidelines and NCLB
“High Quality” licensure regulations
Allow college instructors (who meet IHE requirements to teach) and
high school teachers licensed in their curricular areas to teach in assigned areas on
reciprocal sides of the program of study)
- Recognizes rigor of academic preparation of College instructors- - Recognizes rigor of academic preparation of high school teachers
in their licensure areas.- - Removes barriers of student access to high school or college
courses due to scheduling constraints based on availability of instructors- - Facilitates smooth, seamless movement of students through the
program of study on both sides.- - Facilitates non-traditional faculty departments to favor and
support interdisciplinary practices and structures.
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___________________________________________Principal Date
___________________________________________Superintendent Date
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