school improvement plan · self-assessment data analysis 4 of 79 9/10/15 2015 self -assessment data...

School Improvement Plan 1 of 79 9/10/15

School Improvement Plan

LEA or Charter Name & Number: Duplin County Schools (#310)School Name & Number: North Duplin Jr./Sr. High School (#364)School Address: 1388 W NC 403 Hwy Mt. Olive, NC 28365

Plan Year(s): North Duplin Jr./Sr. High Date prepared: 2015-16

Principal Signature: Tony JonesTyped Name Approval Date

Local Board Approval Signature:Typed Name Approval Date

School Improvement Team MembershipFrom 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* NamePrincipal Tony JonesAssistant Principal Representative Keith WilliamsTeacher Representative Laura ThorntonInst. Support Representative Lynne SmithTeacher Assistant Representative Anglia TaylorParent Representative Suzanne BrittTeacher Representative Kevin AndersonTeacher Representative Alan DupreeTeacher Representative Diane CanuetteTeacher Representative Kim WolfeTeacher Representative Hugh MartinTeacher Representative Ricky EdwardsStudent Representative


State Board of Education Goals: Future-Ready Students for the 21st Century

Goal 1: North Carolina public schools will produce globally competitive students.

Goal 2: North Carolina public schools will be led by 21st Century professionals.

Goal 3: North Carolina public school students will be healthy and responsible

Goal 4: Leadership will guide innovation in North Carolina public schools.

Goal 5: North Carolina public schools will be governed and supported by 21st Century systems.


School Vision and Mission Statements for North Duplin Jr./Sr. High School

Vision:Providing quality and equity in teaching all students.

Misson:North Duplin Jr./Sr. High School is committed to provide quality and equity in teaching all students. The school's mission is to educate students to high levels of learning and to foster positive attitudes and behaviors, which will enable students to function successfully in society. This mission will be accomplished through effective instructional leadership, high expectations for all students, safe and orderly environment, frequent monitoring of students' progress, and effective home, school, and community relationships.

Self-Assessment Data Analysis 4 of 79 9/10/15

2015 Self -Assessment Data Analysis

Phase 1: Data Collection and Review

To guide your school’s 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 school-specific 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), economically-disadvantaged students (EDS), limited English proficient (LEP)


Ready for College

• Number of college-themed field trips and total number of students attending each trip.

Destination Grade/Group Date # of Students

Campbell University 11th 11/3/14 53

NC State University 10th 11/6/14 53

East Carolina University 12th 11/13/14 48

UNC Chapel Hill 9th 11/20/14 66

CACRO College Tour 11th/12th 10/17/14 143

ECU Professional Advantage Workshop Top 10 Juniors 2/28/15 6

University of Mount Olive 7th 4/21/15 95

James Sprunt Community College 8th 3/19/15 97

• Number of college- and career-themed guest speakers and total number of students impacted with each session

Speaker Grade/Group Date # of Students

Senator Brent Jackson 7th/8th 10/31/14 192

Arts Institute - Brittany Davis; Candace Keith 7th-12th Art Class 12/4/14; 2/9/15; 4/16/15

228

Justin Fix; Emily Byers - Murphy Brown 7th/8th; Biology/Life Science Class

12/18/14; 5/29/15 175

Becky Adams-NCSU, Belinda King-ECU, Parker Coppock-UMO, Dr. Allison Rinyka-UVa

7th 12/12/14 95

Caleb Hall-UMO, Brandon Beasley-JSCC, Selina Quintanilla-UMO, Heather Hudson-ECU

8th 12/12/14 97

Casey Sherian-SWU, Brad Rhodes-ECU, Laura Thorton-NCSU

9th 12/12/14 94

Hope Fields-UMO, Kristen Strickland-Campbell, Tim Lebassiere-USMC, Justin Whitley-NCSU

10th 12/12/14 72

Noel Smith-ECU, Brittany Overfield-CSM Bakery Products, Jeannie Bland-ECU, Lora Mobley-UNCW, Ricky Edwards, ECU

11th 12/12/14 79

Bill Canuette, JSCC, Blake Rhodes-UMO 12th 12/12/14 64

Tim Woodard/Katrina Lee - UMO 12th 11/19/14 64

William Bratton - Campbell University 11th-12th 3/6/15 143

Sgt. Cremminger - US Army 11th-12th 3/11/15 143

Tedd Koger - WCC 11th-12th 5/1/15 143

Gaddy Parks; Rob Andrews- NCSSM 7th/8th; 10th 9/10/14; 5/14/15 122

Kelly Ussery - UNC Charlotte Teacher Cadets 10/11/14 13


• 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) 87 55% 100 43% 93 35%

Reading (Minimum 16) 87 22% 100 24% 93 18%

Mathematics (Minimum 17) 87 36% 100 32% 93 24%

Science (Minimum 18) 87 17% 100 23% 93 30%

• 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)

2012-13 2013-14 2014-15



English (Minimum 15) 75 45% 84 50% 73 36%

Reading (Minimum 18) 75 11% 84 27% 73 16%


Science (Minimum 20) 75 12% 84 17% 73 12%

ACT (11th Grade)

2012-13 2013-14 2013-14



English (Minimum 18) 73 23% 65 25% 72 31%

Reading (Minimum 22) 73 18% 65 14% 72 21%


Science (Minimum 17) 73 5% 65 12% 72 11%

Composite (Minimum 17) 73 39% 65 44.6% 72 57%


• Description of processes/programs designed to promote college and career readiness, effectiveness data of these processes/programs

Process/Program(s) DescriptionAdvisory Meetings – College speakers, F4K instruction, financial aid information, and guidance itemsTeachers create lessons/units/projects with a STEM focusAcceleration plan for middle and high school studentsCCP course focusEXPLORE, PLAN, and ACT preparation in advisory groupsAP and NCVPS coursesACT blitz sessionsACT/SAT word of the week

Effectiveness DataThe advisory lessons that were planned by Lynne Smith, guidance, and Rebekah Ivey, CDC, were exceptional. They "trained" the teachers who delivered the PowerPoint lessons on Fridays. The ACT Blitz was a success, as evidenced by our rise in ACT scores. While we feel the ACT Blitz sessions were valuable, we feel that ACT prep would be more valuable. We are discussing ways that our college liaison and our college advisor could work together to strengthen our ACT preparations. We also feel moving our acceleration period to between 1st and 2nd period made a difference. The college speakers who were hosted provided a valuable service.

• 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

2011-12 2012-13 2013-14 2014-15

Number Eligible 48 47 50 49

Percent Eligible (11th/12th Grade)

35% 37% 36.7% 27%

Number Enrolled in College Transfer Courses

60 62 58 39

Percent Passing NA% NA% NA% 95.6%

Percent C or Higher NA% NA% 91.3% 93.4%

CTE Pathway

2011-12 2012-13 2013-14 2014-15

Number Eligible NA 68 65 62

Percent Eligible (11th/12th Grade)

NA% 53% 48% 43%

Number Enrolled in CTE Pathway Courses

31 37 35 28

Percent Passing NA% NA% 91.4% 99.5%

Percent C or Higher NA% NA% 91.4% 72.3%

Early College


2011-12 2012-13 2013-14 2014-15

Number Eligible

Percent Eligible % % % %

Number enrolled in College CoursesPercent Passing % % % %

Percent C or Higher % % % %

• 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

Number of Students Enrolled 28 28 13 18

Total Number of Classes Taken

40 40 26 21

Percentage of Test-Takers that Scored 3 or Higher on AP Exam

20% 23% 15% 33%

Percent Passing Class 100% 100% 100% 100%

Percent C or Higher in Class 100% 100% 100% 100%

• Number/Percentage of seniors to accepted to at least one college (high school)2013-14 2014-15

Number of seniors 68 64

Number of seniors accepted to at least one college 56 51

Percentage of seniors accepted to at least one college % 80%

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

2011-12 2012-13 2013-14 2014-15

Number of Students Tested 44 19 20 39

Average SAT Score 1365 1353 1394 1500

• Percent of juniors/seniors taking SAT (high school)

2011-12 2012-13 2013-14 2014-15

Number of Juniors/Seniors Enrolled 132 128 136 143

Number of Juniors/Seniors Completing SAT

44 19 20 39

Percent of Juniors/Seniors Completing SAT

33% 15% 15% 27%


• Number of students who completed SAT prep course this school year (high school)

2011-12 2012-13 2013-14 2014-15

Number Participating in SAT Prep Course 8/10 4/12 5/8 0

• Additional school-specific data as related to Ready for CollegeAdditional School-Specific Data for Ready for College:Our Advisory lessons have increase student awareness of college topics like finical aid, GPA, and types of majors. Our CTE program has made pathways for students to complete numerous certifications before graduation making our students more marketable when it comes to applying for colleges. Our Guidance department meet one on one with every students during the scheduling process to discuss graduation requirements and the students future interests. The use of F4K allows our guidance department to have a better understanding of students interests and needs. They then match the students schedules to that as closely as possible within our course offerings.


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

127

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):Based on the Summary of Responses of our Walkthroughs our teachers are implementing the CIF strategies with fidelity. 33% of the observed walkthroughs featured collaborative group work; 36.5% featured writing to learn; 46.5% featured Scaffolding; 50.8% featured questioning; 47.6% featured classroom talk; 4% featured literacy groups; and 4.8% or 6 observations featured no CIF strategies at all.

When reviewing the summative strategies used by teachers our teachers used the following types of assessments: 16.5% featured Informal student presentations/products; 63% featured Oral Questioning, 55.1% featured Student/Group Monitoring, 11% featured some sort of written response, and 17.3% featured another type of strategies.

Based on our data 34.1% of our observations showed 100% of student engaged in the lesson. The majority of our observations showed 90-99% engagement with a total percentage of 49.2%. 15.9% featured 70-89% engagement and .8% of the observations had 50-69% engagement.

61.1% of the observations featured lessons at the Applying level of Bloom's Taxonomy. 75.6% of all lesson observed had some sort of Global Education taking place. 74% of all lessons observed featured thinking as the major focus of the learner.

The trends observed through the walkthrough data is that our teachers put an emphasis on using writing to learn and questioning as the major strategies in their classrooms. The majority of lessons observed feature thinking and an application of the material learned. The other item that appears as a major trend at NDJS is that our teachers have a high level of engagement when teaching material.

• 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

Number of BT 1 Teachers 3 4Number of BT 2 Teachers 0 0Number of BT 3 Teachers 4 4Total Percentage of BTs at Beginning Stage 0% 0%Total Percentage of BTs at Early Steps 100% 100%Total Percentage of BTs at Growing Innovations 0% 0%Total Percentage of BTs at New Paradigms 0% 0%


• 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 7th grade reading

2012-13 2013-14 2014-15

Mean NCE Gain -2.9 0.9Overall Proficiency 39.6 56.2 41.7Black Students (Proficiency) 22.2 60 30Hispanic Students (Proficiency) 22.5 42.9 31.1White Students (Proficiency) 51.9 67.6 52.9SWD (Proficiency) 0 33.3EDS (Proficiency)LEP (Proficiency) 16.7 7.1

Test 2 7th grade math

2012-13 2013-14 2014-15

Mean NCE Gain 1.6 5.8Overall Proficiency 32.7 53.3 34.8Black Students (Proficiency) 11.1 50 10Hispanic Students (Proficiency) 35 50 29.8White Students (Proficiency) 34.6 59.5 44.1SWD (Proficiency) 0 16.7EDS (Proficiency)LEP (Proficiency) 33.3 7.1

Test 3 8th grade reading

2012-13 2013-14 2014-15

Mean NCE Gain 0.8 -0.2Overall Proficiency 29.3 50 43.7Black Students (Proficiency) 0 16.6 30Hispanic Students (Proficiency) 16.2 39 31.7White Students (Proficiency) 31.8 70 59SWD (Proficiency) 16EDS (Proficiency)LEP (Proficiency) 17.6 10


Test 4 8th grade math

2012-13 2013-14 2014-15

Mean NCE Gain -5.0 -3.0Overall Proficiency 20.7 34.62 33.3Black Students (Proficiency) 37.5 8 20Hispanic Students (Proficiency) 37.7 32 26.8White Students (Proficiency) 22.9 42 40.9SWD (Proficiency) 0EDS (Proficiency)LEP (Proficiency) 21 10

Test 5 8th grade science

2012-13 2013-14 2014-15

Mean NCE Gain -0.7 1.6Overall Proficiency 60.2 66.7 72.9Black Students (Proficiency) 55.6 42 60Hispanic Students (Proficiency) 60.5 61 68.2White Students (Proficiency) 69 77 81.8SWD (Proficiency) 16.6EDS (Proficiency)LEP (Proficiency) 44 60

Test 6 Math I

2012-13 2013-14 2014-15

Mean NCE Gain 0.2 -0.0Overall Proficiency 17 47.8 36.6Black Students (Proficiency) 0 25 22.2Hispanic Students (Proficiency) 10 41 35.4White Students (Proficiency) 35 61 44.6SWD (Proficiency) 0 0EDS (Proficiency)LEP (Proficiency) 44 21.4

Test 7 Biology

2012-13 2013-14 2014-15

Mean NCE Gain -2.0 -0.4Overall Proficiency 32.4 44 53.1Black Students (Proficiency) 0 22 18.2Hispanic Students (Proficiency) 2 34 46.7White Students (Proficiency) 42.85 62.2 72.2SWD (Proficiency) 0EDS (Proficiency) 0LEP (Proficiency) 0 0


Test 8 English II

2012-13 2013-14 2014-15

Mean NCE Gain -0.2Overall Proficiency 37 58.1 56.9Black Students (Proficiency) 37.5 50 42.9Hispanic Students (Proficiency) 38 38.1 55.6White Students (Proficiency) 36 75.5 64.7SWD (Proficiency) 16.7EDS (Proficiency)LEP (Proficiency) 16.7

Test 9 Foods II

2012-13 2013-14 2014-15

Mean NCE Gain NAOverall Proficiency 0 62.86 60Black Students (Proficiency) 0 33.3 100Hispanic Students (Proficiency) 0 55 44.4White Students (Proficiency) 0 83.3 70SWD (Proficiency) 0 63.6 0EDS (Proficiency) 0LEP (Proficiency) 0 50

Test 10 Foods I

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 93.18 84.09 83.7Black Students (Proficiency) 80 80 84.6Hispanic Students (Proficiency) 90.9 79 80White Students (Proficiency) 100 90 87.5SWD (Proficiency) 75 64.29 66EDS (Proficiency) 90LEP (Proficiency) 33.3 100


Test 11 Teen Living

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 69.2 79.2 75Black Students (Proficiency) 100 66.7 57.1Hispanic Students (Proficiency) 33.3 71.4 90.9White Students (Proficiency) 77.8 85.7 66.6SWD (Proficiency) 0 70 100EDS (Proficiency) 66.67LEP (Proficiency) 0

Test 12 Ag Applications

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 100 86.21 87.5Black Students (Proficiency) 66.67Hispanic Students (Proficiency) 100 91.67White Students (Proficiency) 100 85.71 87.5SWD (Proficiency) 50 100EDS (Proficiency) 100LEP (Proficiency)

Test 13 AgMechanics II

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 53.8 41.67 63.2Black Students (Proficiency) 0 0 50Hispanic Students (Proficiency) 20 0 50White Students (Proficiency) 100 71.4 69SWD (Proficiency) 0 0EDS (Proficiency) 37.5LEP (Proficiency) 33.3

Test 14 Animal Science II

2012-13 2013-14 2014-15

Mean NCE Gain NA NAOverall Proficiency 20Black Students (Proficiency)Hispanic Students (Proficiency) 0White Students (Proficiency) 25SWD (Proficiency) 50EDS (Proficiency)LEP (Proficiency)


Test 15 Animal Science I

2012-13 2013-14 2014-15

Mean NCE Gain NAOverall Proficiency 65 70Black Students (Proficiency) 0 50Hispanic Students (Proficiency) 62.5 71.4White Students (Proficiency) 72.7 72.7SWD (Proficiency) 0EDS (Proficiency) 58.33LEP (Proficiency)

Test 16 MultiMedia and Webpage Design

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 85.71 75 83Black Students (Proficiency) 66.67 75 100Hispanic Students (Proficiency) 100 50 71.4White Students (Proficiency) 75 83.3 100SWD (Proficiency) 50 0EDS (Proficiency) 80LEP (Proficiency) 75

Test 17 Entrepreneurship I

2012-13 2013-14 2014-15

Mean NCE Gain NAOverall Proficiency 90 50Black Students (Proficiency) 0 100Hispanic Students (Proficiency) 100 20White Students (Proficiency) 100 100SWD (Proficiency) 75EDS (Proficiency)LEP (Proficiency) 100 0


Test 18 Ag Mechanics I

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 41.2 76.92 56.1Black Students (Proficiency) 16.7 50Hispanic Students (Proficiency) 20 25 33.3White Students (Proficiency) 76.9 100 78.9SWD (Proficiency) 50EDS (Proficiency) 21.74LEP (Proficiency) 0

Test 19 Principles of Business and Finance

2012-13 2013-14 2014-15

Mean NCE Gain NA NAOverall Proficiency 85.71Black Students (Proficiency) 60Hispanic Students (Proficiency) 100White Students (Proficiency) 85.71SWD (Proficiency)EDS (Proficiency) 85.71LEP (Proficiency) 100

Test 20 Microsoft Excel/Access

2012-13 2013-14 2014-15

Mean NCE Gain 3.7Overall Proficiency 86.84 3.7 55.6Black Students (Proficiency) 80 0 100Hispanic Students (Proficiency) 76.92 8.33 38.4White Students (Proficiency) 94.74 0 75SWD (Proficiency) 100 8.33EDS (Proficiency) 85.71LEP (Proficiency) 80 80

Test 21 Personal Finance

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 100 89.29 0Black Students (Proficiency) 100 100Hispanic Students (Proficiency) 100 81.82White Students (Proficiency) 100 91.67SWD (Proficiency) 84.21EDS (Proficiency) 100LEP (Proficiency) 100


Test 22 Microsoft Word and PowerPoint

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 94.87 6.67 69.2Black Students (Proficiency) 66.7 0 70Hispanic Students (Proficiency) 100 8.33 65.5White Students (Proficiency) 100 6.67 73.1SWD (Proficiency) 100 5.88EDS (Proficiency) 91.3LEP (Proficiency) 100

Test 23 Health Team Relations

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 78.2Black Students (Proficiency)Hispanic Students (Proficiency) 81.8White Students (Proficiency) 83.3SWD (Proficiency)EDS (Proficiency)LEP (Proficiency) 50

Test 24 Environmental and Natural Resources I

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 81Black Students (Proficiency) 0Hispanic Students (Proficiency) 78White Students (Proficiency) 91SWD (Proficiency)EDS (Proficiency)LEP (Proficiency)


Test 25 Core and Sustainable Construction

2012-13 2013-14 2014-15

Mean NCE GainOverall Proficiency 33Black Students (Proficiency) 100Hispanic Students (Proficiency) 25White Students (Proficiency) 33SWD (Proficiency)EDS (Proficiency)LEP (Proficiency) 0

Test 26

2012-13 2013-14 2014-15

Mean NCE GainOverall ProficiencyBlack Students (Proficiency)Hispanic Students (Proficiency)White Students (Proficiency)SWD (Proficiency)EDS (Proficiency)LEP (Proficiency)

Test 27

2012-13 2013-14 2014-15


Test 28

2012-13 2013-14 2014-15



Test 29

2012-13 2013-14 2014-15


Test 30

2012-13 2013-14 2014-15


• Numbers of teachers that exceeded growth, met growth, or did not meet growth according to EVAAS.

2012-13 2013-14 2014-15

Number of Teachers Exceeding Growth 2 7

Number of Teachers Meeting Growth 9 10

Number of Teachers Not Meeting Growth 3 2

• 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 EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

Black Students - Kindergarten BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %


Hispanic Students - Kindergarten BOY MOY EOY

Percent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

White Students - Kindergarten BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

SWD - Kindergarten BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

EDS - Kindergarten BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

LEP - Kindergarten BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

All Students – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

Black Students – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %


Hispanic Students – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

White Students – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

SWD – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

EDS – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

LEP – 1st Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

All Students – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

Black Students – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %


Hispanic Students – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

White Students – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

SWD – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

EDS – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

LEP – 2nd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

All Students – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

Black Students – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %


Hispanic Students – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

White Students – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

SWD – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

EDS – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

LEP – 3rd Grade BOY MOY EOYPercent Red % % %Percent Yellow % % %Percent Green % % %Percent Blue % % %

• 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 school’s expectation for using common assessment data to adjust instruction?

Grade/Course Number of Common Assessment Administered

7th & 8th ELA 37th & 8th Math 38th Math I 57th & 8th SS 18th Science 37th Science 27th & 8th Health 27th & 8th Comp. Apps 18


Eng. IV 6World History 5Physical Science 6Chemistry 2Physics 2Math III 5Am. History I 3Am. History II 3Foods I 12Foods II 2Teen Living 3Personal Finance 2Health Team Relations 2Earth Science 9Math II 10Adv. Functions 9Pre-Cal. 9OCS-SS II 18Biology 8English II 10Description of school’s expectation for using common assessment data to drive decision making for intervention and enrichment activities.Teachers used the results to inform instruction. For example, they used problems/passages from tests as bell ringers, reviewed with them as to right/wrong answers, and used the information to inform instruction and make plans for remediation and acceleration. Teachers met with Administration to review the data and develop plans to meet the needs of at risk students. Departments and PLC Teams reviewed data and used it as a driving force for instructional planning. During PLC's departments shared best practices and used the lesson tuning protocol to improve instruction.

• Additional school-specific data as related to Powerful Teaching and Learning Additional School-Specific Data for Powerful Teaching and Learning:Based on our increased use of Common Assessment and the increase appreciation of the Rounds and Tuning Protocols we are planning to implement the following additional items. Department Chairs will observe their departments every 2-3 weeks when scheduling allows. From this observation the Department Chairs will lead a PLC conversation about content, teaching strategies, and other items observed in the hopes of improving student learning. (2) PLC's will place an increased focus on data.


Personalization

• At-Risk Students: How many students at your school (total, major subgroups, 3-year trends, etc.) have a Personalized Education Plan (PEP) as required by law?

2012-13 2013-14 2014-15

Total Number of At-Risk Students 108 55 55

At-Risk Black Students 16 8 5

At-Risk Hispanic Students 62 30 28

At-Risk White Students 30 15 19

At-Risk SWD 17 8 8

At-Risk EDS 101 50

At-Risk LEP 27 13 27

• 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:North Duplin holds a 30-minute acceleration period four days a week. Students typically have four periods of class in the day. Each day during acceleration students will go to a different class. For example on Monday students will go to first period acceleration, on Tuesday, second period acceleration; on Wednesday, third period acceleration and on Thursday, fourth period acceleration. This involves the entire school. All students must report to acceleration classes. In these classes teachers are expected to remediate or accelerate (enhance) student learning. Students can use this time to make up work missed in class or take tests or retake tests -- whatever the teacher has planned. This is not designed as a free period and students are encouraged to use their time wisely. Teachers provide before and after school tutoring and one on one time with students.

Teachers are using School Net and Benchmark data to inform their instruction and differentiate for students. Teachers met with Administration to discuss their data and develop plans to meet the needs of students who were performing below proficiency level.

ALEKS is an online remedial program designed to assist students in honing their mathematical skills. Target student population are Math 1 enrolled, and fall within the projected proficiency percentages of 30-70%. Each semester, students participated in this program during their acceleration period every Monday through Thursday. Students were assigned goals and were rewarded when goals were achieved. Improvement was noted on EOC scores as a result of the implementation of this program.

• 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 SurveysAnalysis of the safe school student survey yields the following trends: 86% of students at NDJS feel relatively safe on campus. 91% of students feel adequately supervised while at school. 77% of students know expectations and school rules. 75% of students feel that they are treated with respect and that teachers make students feel good about


themselves.

Trends in Parent Perception SurveysAnalysis of the parent safe school survey yielded the following trends: 100% of felt that their children were safe at school. 100& of parents felt that there was adequate communication between school and home. 88% felt comfortable bringing concerns to the administration and or counselor. 89% of parents felt that students were treated fairly.

• 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?

2012-13 2013-14 2014-15

Number of Office Referrals 536 552 689

Number of OSS 226 174 211

Number of ISS 0 2 0

Summary of Trends in Types of Discipline Offenses:There was an increase in office referrals from 2013-14 to 2014-15. The increase was found in our OSS category. We had an increase in students receiving short term suspensions of less than 5 days. We also saw an increase in our total number of After School Detentions (ASD). The Majority of these offenses were centered around Cellphone, Tardies, and Dress Code Violations. There was an increase in the number of students tardy for class overall but when reviewing the data the increase is reflected in repeat offenders not in the total student body. The Majority of the OSS and ASD referrals were from repeat offenders. Summary of Discipline Offenses by Major Subgroups:OSS - 78/211 Referrals or 36% of offenders were White; 44/211 or 21% of offenders were Black; 82/211 or 39% of offenders were Hispanic; 1/211 of .47% of offenders were Multi- Racial

• Retention rate for students by grade level and/or course (total number and percentage).

2012-13 2013-14 2014-15

Number Percentage Number Percentage Number Percentage

Grade 7 0 0 0 0 0 0

Grade 8 3 3.5 1 1 0 0

Grade 9 15 15 4 4.7 11 11.4

Grade 10 8 11 5 5.4 3 4.2

Grade 11 7 9 6 8.8 3 3.8

Grade 12 0 0 2 2.9 0 0

• Student attendance rate2013-14 Attendance Rate 2014-15 Attendance Rate

All Students 94.2 94.6


• 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

1st 9 weeks Showcase Night 125

2nd 9 weeks Showcase Night 83

3rd 9 weeks Showcase Night 95

4th 9 weeks Showcase Night 178

Advisory Board Meetings (Quarterly) 10

Underclassman Awards Day 205

Middle School Awards Day 210

Athletic Awards Day 205

Senior Awards Night 165

ACT Parent Night 38

Guidance Scheduling Night 17

FASFA Night 21

Orientation (8-12) 305

7th Grade Orientation 65

Athletic Parent Meeting 318

Senior Parent Night 25

• Graduation Rate/Dropout Rate (high school only) – current and 3- year trend

2012-13 2013-14 2014-15

Graduation Rate 82.8 78.2 87

Dropout Rate 14 (2012) 5 (2013) 9 (2015)

• Additional school-specific data as related to PersonalizationAdditional School-Specific Data for Personalization:Our beginning and ending show case nights were very well attended. Our last showcase night featured a school wide project centered around the Vietnam Conflict. The students hosted veterans from the community to a reception prior to the showcase. The Veterans were also honored by our student body, our parents, and our staff. The community members stated that it was a great example of patriotism and pride for North Duplin. The Veterans spoke to our students and have become a large group of supporters for our school.


Redefine Professionalism

• Teacher DemographicsTotal Number of Teachers 36

Percentage of Black Teachers 6%

Percentage of Hispanic Teachers 11%

Percentage of White Teachers 83%

Percentage 0-3 Years Experience 14%

Percentage 4-10 Years Experience 25%

Percentage 11+ Years Experience 61%

Most Recent Teacher Turnover Rate 14%

National Board Certified Teachers 2

Number of Teachers with Advanced Degrees 14

Number of BTs 8

Number of Lateral Entry Teachers 4

Percentage of Fully Licensed Teachers 94%

• Lesson Plan Tuning

Date Number/Percentage of Teachers Participating

10/8/14 36/100%

12/2/14 36/100%

1/7/15 36/100%

2/23/15 36/100%

3/16/15 36100%

4/24/14 36/100%

Perception/Effectiveness Data of Lesson Plan Tuning Protocol (Qualitative and/or Quantitative):We had 5 new staff members that were not familiar with the Lesson Tuning Process and with going through training about the process they were still not comfortable in the process. As the year progressed, the new staff members became more familiar and comfortable with the process showing growth in their use of the protocol. As a whole the staff has grown in their use of the tuning process through an increased reflection of their part in the process. The school visit to Wayne School of Engineering helped to push our staff to a new level, as staff members shared their experiences and discussions from the Wayne staff.

• Teacher attendance rates (For Student Days Only) – Include sick leave, professional leave, bonus leave, etc.Number of Certified Teachers 34

Number of Teachers with No Absences 0

Number of Teachers with 1-3 Absences 6




Number of Teachers with 11+ Absences 11

• What are the major trends in the latest Teacher Working Conditions Survey?List/Describe Major Trends in the 2014-15 Teacher Working Conditions Survey (Note: Survey created by Duplin County Schools in 2014-15)Reviewing the Teacher Working Conditions Survey the following trends have been found:

Teachers in our school feel that they are adequately provided with time, resources, professional development and collaboration. There is a strong sense of community support and support for teachers from the administrative level. Teachers feel that students at North Duplin know, understand, respect, and follow the expectations that are set out for them. The teachers feel that they receive an ample amount of Professional Development that is differentiated to meet their needs and feel that they get the support required to implement new ideas and ways of teaching/learning. New Teachers felt they received ample support and professional development in their early years of teaching. Teachers also felt as though they had ample time that they were not required to supervise students or complete required paperwork. Teachers also expressed an agreement that they had access to ample technology and instructional materials. 97% of teacher believe that North Duplin is a great place to work and learn.

• Additional school-specific data as related to Redefine ProfessionalismAdditional School-Specific Data for Redefine Professionalism:Our Number of Teachers with Advanced Degrees has increasedReviewing the data there is a significant number of teachers missing 7 days or moreOur Number of Fully Licensed Teachers has increased


Purposeful Design

• Student DemographicsTotal Enrollment (End of Year) 501

Percentage of Black Students 11%

Percentage of Hispanic Students 42%

Percentage of White Students 46%

Percentage of SWD 9%

Percentage of Students Receiving Free/Reduced Meals 58%

Percentage of AIG Students 11%

• 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

Number of Students Enrolled After Opening Day 28 34

Number of Students Withdrawing After Opening Day 39 59

• 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

84%

Percentage of teachers that implemented multiple STEM units/projects that required students to use the Engineering Design Process

65%

• Evaluation data for STEM implementation (high schools)Percentage of teachers that implemented one unit/project related to school’s STEM theme (Agriscience and Biotechnology or Energy and Sustainability)

94%

Percentage of teachers that implemented multiple units/projects related to school’s STEM theme (Agriscience and Biotechnology or Energy and Sustainability)

68%

Percentage of teacher that used the Duplin County Schools Engineering Design Process when planning and implementing units of study

75%

• School Marketing StrategiesDescription of strategies to market the school and its programs/offerings to incoming students:The guidance department conducts parent night meetings by grade level to discuss schedules, testing, course offerings and the college application process. Weekly advisory group meetings are conducted by homeroom teachers to ensure


that students are aware of programs available, assist with scheduling questions, and help them be college ready. Quarterly showcase nights highlight projects going on within different departments for parents and students to view during open house. Rising seventh grade students are encouraged to participate in a Summer Bridge Program that immerses students in content related to our STEM theme and requires the use of innovative thought and use of the Engineering Design Process to solve real world problems and challenges. Staff in the CTE department are involved in a Summer STEM Camp open to students interested in these field areas. Through this summer program, students gain insight into potential career fields of their interest to supplement what they learn in the classroom. The summer camp integrates how STEM is being used in Career and Technical Education. While offered at JSCC, students get the opportunity to meet students from other schools in their district as well as the chance to work with staff at the community college level and other high school CTE teachers in the county. This summer program opens students up to the possibility of networking with professionals in their respective career fields.

• External DevelopmentDescription of connections to business, industry, civic organizations, etc. and an explanation of the value added because of the connections:Local Rotarians and Exchange Clubs offer student of the month recognition which culminates in two scholarships for graduating seniors. Classes regularly recruit speakers from local businesses and industries to speak to students in an attempt to make real world connections to the content being taught. Regular connections are made across the curriculum to show students how the content learned is real world relevant and how it connects to the industries in our area.

• School-level Professional DevelopmentDescription and effectiveness of school-level professional development activities:Technology Professional Development - using your macbookPBL Professional Development - how to brainstorm, develop and deliver PBL units in classSTEM Professional Development - regular meetings with lead STEM teacher and STEM coachesESL Professional Development - provided by Duplin County Schools based on our demographicsPLC Meetings - discussion of teaching and behavior management strategies

• Budgeting ProcessDescription of how budgetary decisions are made in the school:Budgetary decisions are made by the administration at our school with input from department chairs and other teachers and stakeholders.

Explain how your school’s budget aligns with your school improvement goals:Our school decision making is driven by our school improvement plan. Most decisions, including decisions regarding budget, are made with school improvement goals in mind.

• Online high school course enrollment total and passing rate (middle and high school)

NCVPS


Total Course Enrollments 95

Percentage of Students Passing Course 96%

• 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 2014-15

Number Percentage Number PercentageNumber and Percentage of 8th graders Enrolled in Math I

9 9% 24 25%

Number and Percentage of 8th Graders with 70% Chance or Higher of Being Proficient in Math I (EVAAS)

15 14% 39 41%

Percentage of Students Proficient on Math I EOC

% 92%

• High School Math: Percentage of students completing Math I by end of 9th grade (high school)

2013-14 2014-15

Percentage of Students Passing Math I by End of 9th Grade (Use 9th grade class of current school year)

45.2% 22.2%

Percentage of Students Proficient on Math I EOC % 36.6%

Percentage of Graduates Passing At Least Algebra II, Advanced Functions, Pre-Calculus, Integrated Math III, or Math III

13-14% 29.6%

• 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

8/28/14 97

8/29/14 95

9/3/14 94

Description of the effectiveness of Digital Citizenship/Internet Safety lessons:All Middle School and 9th grade students completed the district Internet Safety training through the media center. Students have displayed an increased awareness of acceptable internet usage and practices.

• Additional school-specific data as related to Purposeful DesignAdditional School-Specific Data for Purposeful Design:We have seen an increase in the number of students taking College course and NCVPS courses. Our students successes with both college and NCVPS have continued to grow. We continue to have struggles in our MATH I courses but our 8th graders taking the MATH I course continue to be successful. Our teachers are implementing Project or Problem Based Learning across all curriculum areas and have centered their work on our school theme of "Agri Science/Bio Technology". The teachers have seen success in their PBLS and in the implementation of STEM in their individual classrooms.


Leadership

• Instructional Rounds

Date Number of Certified Staff Participating

Percentage of Certified Staff Participating

October 31, 2014 36 100%

December 15, 2015 36 100%

February 5, 2015 36 100%

May 11, 2015 36 100%

Perception/Effectiveness Data of Instructional Rounds (Qualitative and/or Quantitative):Teachers reported that instructional rounds were effective as evidenced in Google forms.

From the first set of rounds to the last set teacher comments on the post rounds feedback form showed growth in the effectiveness of the protocol. Examples of effective teacher feedback gathered from the data are listed below.

I saw that they were all on task and in the process of dividing the sheetsI noticed that they were not hesitant to ask for help. They used Mr. Littell as a facilitator, as he should be used.I saw that the students asked good questions and a lot of good cooperative learning.More information from the Post Rounds Feedback form can be found at :https://docs.google.com/a/duplinschools.net/forms/d/1US76Ud_SmQiyB5JcmJSpYR4vMfppCNtnDP7k1dIUjWk/viewanalytics

• School Improvement Team AccomplishmentsDescription of Major Decisions Made by School Improvement Team During Current School Year:Quarterly STEM ShowcasesSTEM State Certification Application CompletedSTEM Business AdoptionsHispanic Parent Night7th Grade OrientationNewsletters, web page, Connect Ed, and Remind MessagingPTO--in process of establishing with by-lawsReverse Drawing Fundraiser held in the springSenior Awards NightLesson plan submission via Google ClassroomTechnology Professional Development hosted on campus five times this school year.Global, STEM, and college related activities: grade level college field trips; teacher college credentials posted; country flags displayed.

• Parent Organization and LeadershipDescription of Major Accomplishments/Contributions Made by Parent Organizations During Current School Year:Held a meeting to encourage participation in the PTOParent Attorney is drafting by-laws for a PTOOrganized and cooked for Teacher Appreciation WeekOrganized and planned Reverse Drawing FundraiserMonthly Parent Advisory Council Meetings


Organized Senior Awards Night Reception

• Staff Hiring ProcessDescription of School-Based Hiring Process (i.e. who chooses the interviewees, who conducts interviews, how are final decisions made at the school level, etc.?)Job is posted on the county webpage with application deadlines.Depending on number of applicants Principal and Assistant Principal chose interviewees based on information from applications and resumes.Interview and sometimes second interviews are held.Once applicant is chosen, references are checked; name is submitted; background check is conducted; and person is presented to the Board.

Interviews are conducted by the Principal and Assistant Principal with the help of the county office staff, department chairs, or other staff members dependent upon position.

• Teacher/Staff LeadershipDescription 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.)

Bravo - Governor Teachers’ Network Participant: developing an action research plan for World Language teachers by creating a Wiki as a professional development opportunity to be shared statewide.Canuette -- AP Summer Institute, July 2014Caver- New Schools Teacher InstituteJenkins - New Schools Teacher Institute; NCCTM Annual ConferenceASW- Analysis of Student Work school-wide Representative- Stephanie HudsonMobley and Adams: NC Reading ConferenceShad in the Classroom Project: Cates, Littell, WolfeNational Board On-Site Coordinator: Patricia MatthewsBeginning Teacher Site Coordinator: Deborah ShivarMentors: Shivar, Anderson, FranklinSchool Improvement TeamDepartment Chairs7th grade chair: Pam Adams8th grade chair: Sherry FranklinMiddle School Chair: Kim WolfeEnglish Dept. Chair: Dianne CanuetteSTEM Lead Coach: Alan DupreeSTEM Coach: Ben Littell, Dawn Bennett, Ruby Quintanilla, Kim WolfeTeacher Advisory Committee: Sheila YoungNC Coaches Clinic2014-15 Superintendent’s Latino Advisory Committee: Carlos Sosa (President)2014-15 Summer Bridge: Ruby Quintanilla, Ben Littell, Alan Dupree, Dawn Bennett2014-15 Lead District Media Coordinator--Laura ThorntonSeptember 24, 2014 District Wide Professional DevelopmentMacBook Training--Laura Thornton, FacilitatorDifferentiation -Dawn Bennett, Facilitator


Introduction to Project Based Learning-Ben Littell and Ruby Quintanilla, Facilitators2015 NC Technology in Education Conference--Laura Thornton2014 New Schools Conference (Summer Institute) - Connie Harrell, Lynne Smith, Ben Littell, Lora Mobley2014 New School Project Based Learning Workshop: Littell, Bennett, Quintanilla2014 NCDPI Summer Conference - Lynne Smith2014 Innovative Leaders Institute- Tony Jones2014-15 Content Networking Sessions-Littell (Science), Jenkins (Math), Foster (Social Studies), Young (English)2015 Peer School Review at Wayne School of Engineering: Foster, Jones, Canuette, Smith2015 Peer School Review at James Kenan: Jones and Wolfe2014 CTE Summer Conference- Marshburn2014 Peer School Review at Northeast Regional School for BioTechnology and Agriculture: Littell and Marshburn2014 STEM Camp- Marshburn, Shivar2015 Business Advisory meeting at WRH: Shivar2014-15 DCS ELA Advisory Committee: Pam Adams

Teachers shared best practices at faculty meetings.

• Student LeadershipDescription of Student Leadership Activities and Effect on School (include new activities for current school year):

Club Leadership--Student Council Officers: President: Ced Kornegay, Vice President: Elizabeth Thornton, Secretary: Matt Shivar, Treasurer: Andrew TaylorSenior Class Officers: President: Chesney Brown, Vice President: Hunter Brock, Secretary: Lance LoAlboJunior Class Officers:President: Maci Potter, Vice President: Casey Whitted, Secretary: Ethan BrockSophomore Class Officers: President: Rylee Pate, Vice President: Haley Thurston, Secretary: Rocio RamirezFreshmen Class Officers: President: Anna Thornton, Vice President: Alyssa Santos, Secretary: Aquala WallaceInternational Club Officers: Elvin Garcia, President; Elisa Melchor, SecretaryBeta Club Officers: Jake Kirby, President; Alex LoAlbo, Vice President; Andrew Taylor, Treasurer; Maci Potter, SecretaryScience Club Officers: Jake Kirby, President; Andrew Taylor, Vice-PresidentNational Technical Honor Society Officers: President: Ronald Moore, Secretary: Genesis OrellanaRebel Reach Out Officers: Brittia Bradshaw - President; Elizabeth Thornton, Hannah Smith, Maci Potter - Service LeadersSADD Club Officers:FFA Chapter Officers: Steven Duprey, President; Jessie Grady, Vice President; Fidel Montealvo, Secretary; Casey Jackson, Treasurer; Rocio Ramirez, Reporter; Chris Cooper, Sentinel; Ryan Miller, Chaplain; Blayden Howard, Historian.FFA Goshen Federation Officer: Jessie Grady, HistorianFFA Committee Chairs: Fair-Chris Cooper, Social- Rocio Ramirez, FFA Week- Jessie Grady, Fundraiser-Casey JacksonGreenhouse Manager (FFA)-Fall: Copeland Brickhouse, Spring: Eric BallFCCLA Club Officers: Brittia Bradshaw- President, Connor Mikitka- Co-presidentMiddle School Student Council Officers: Adams’ homeroom: Rose Martinez & Gabe Jernigan,Middle School Beta Club Officers: President: Chase Overpeck, VP: Brenda Lopez, Secretary: Ovidio Rojas, Treasurer: Deborah Morales, Reporter: Joanna Flores

2015 WITN Class of 2015 Student - Brittia Bradshaw2014-15 DAR Good Citizen - Conner Mikitka2014-15 HOBY Ambassadors: Casey Whitted and Elizabeth Thornton


2014-15 Broyhill Leadership Camp: Hannah Smith2014-15 NCSSM Summer Ventures: Elizabeth Thornton2014-15 Shelton Challenge Take II Leadership Camp: Hannah Smith2014 Heels For Success - Hannah Smith, Casey Whitted2014 State Leadership Conference (FFA): Ryan Miller, Casey Jackson, Rocio Ramirez2014 MEGA Leadership Conference (FFA): Jessie Grady, Blayden Howard, Steven Duprey, Colton Fowler2014 Goshen Federation Leadership Conference (FFA): Jessie Grady led part of conference as a federation officer; Participants: Steven Duprey, Ryan Miller, Chris Cooper, Casey Jackson, Rocio Ramirez2015 State FFA Degree Recipients- Jessie Grady and Chris Cooper2014 STEM Camp- Hunter B. Jones, Agriculture2014-15 Superintendent Student Advisory Committee - Samuel Mata and Lindsay Underhill

2015 District and State STEM Symposium Participants- Elizabeth Thornton, Benjamin Justice, Ethan Brock, Liliana Torres, Mariela Matul-Puac, Samuel Mata, Javier Eriza, Julissa Quintanilla, Jaden Smith, Eliel Aguirre, Robert Faison, Hunter Jones, William Justice, Oneyda Marmol, Alma Romero

Rotary/Exchange Students of the Month for 2014-15 - Jacob Kirby, Conner Mikitka, Andrew Taylor, Brittia Bradshaw, Hunter Brock, Cedrick Kornegay, Chesney Brown, Kaleb Brock, Samuel MataRotary Club Student of the Year - Jacob KirbyExchange Club Student of the Year - Andrew TaylorBoard of Education Students of the Month 2014-15 - Rose Martinez, Hayden Lee, Anna Lee Thornton, Madeline Swinson, Jordan Jones, Antonio Jaimes, Kathy RodriguezAthletic leadership training program in the spring of 2015 with 16 participants.

• Additional school-specific data as related to LeadershipAdditional School-Specific Data for Leadership:Our staff has grown in the use and practice of Instructional Rounds. Teachers have seen an increase in the value of the process especially after the Wayne School Visit. Our student leadership continues to grow and more NDJS students are representing our school in various areas. Our Battle of the Books team competed for the first time in the Regional Competition and our Softball Team won the state championships. Both teams exemplify the leadership principles that are taught to our students on a daily basis. 2 of our FFA students revived the first State Degrees in 10 years and the FFA program provided leadership connections for the Elementary School through the "Seeds" program. Our Athletes participated in the "Love of Literacy Day" by connecting with an NDE classroom and reading to the students and talking about the importance of literacy. Our Teacher Cadet program continues to serve classrooms at the elementary school and our Peer Tutoring program has increased the activities that connect our students as peer tutors/mentors with elementary students.


Phase 2: Design Principle Rubric Assessment

Reflect on your school’s 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 school’s 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.

North Carolina New Schools Design Principle 1: Ready for College

Beginning Early Steps Growing Innovations New Paradigms

Students are tracked according to past performance into regular and honors level courses.

X All students are given the option to take at least one honors course. All students are given the option to take math and science courses beyond the NC Future Ready Core requirements.

All courses are taught at the honors level where applicable in the NC Standard Course of Study. All students earn credit for mathematics or science courses beyond the NC Future Ready Core requirements.

Every student graduates with the minimum admissions standards for the UNC system schools. All students earn credit for mathematics and science beyond the NC Future Ready Core requirements including Physics.

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Students are allotted time to receive academic assistance (i.e. regular scheduled meeting with staff member, tutorials).

During and after school support is scheduled on an individual basis, determined by student performance and data.

X Schools implement the academic supports necessary for every student to succeed in the university prep/future ready core curriculum.

Schools revise high school experience of current students based on data collected from college-going graduates.

A curriculum integrating but not limited to self-advocacy, note taking skills, study skills, research skills, written and oral communication, self-monitoring and time management (college ready skills) exists.

College ready skills are implemented throughout the curriculum.

X Opportunities for students to practice college ready skills are provided via exhibitions, and/or presentations to authentic audiences.

Every student regularly and successfully demonstrates college ready skills via exhibitions, and/or presentations (including a graduation project) to authentic audiences.

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Students are aware of college and post-secondary opportunities and resources , e.g. study groups, tutoring center, library and office hours

X Some students are prepared to make use of college resources.

Every student learns how to make effective and efficient use of college resources.

Every student is an advocate for their own learning, seeking opportunities for personal growth and success in the college environment.

Colle

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Cred

it Students develop a four/five year plan during the freshman year.

X Students review their four/five year plan occasionally with a staff member.

Each student has a well-defined four/five year plan that is continually monitored and updated to ensure completion of an AA or

Every student is accepted into a two or four year institution of higher education with credits earned fully recognized. Or every




AS degree, career credential, or transferrable college credit.

student completes an AA or AS degree, career credentials or is accepted into a four year institution. Students’ acceptance to college is celebrated.

X Selected students enroll in some college classes

Most students enroll in some college classes, selected by interest only.

All students are enrolled in and complete college classes with transferable credit.

Every student graduates high school with both a high school diploma and a twoyear degree or 64 hours of transferable credit or career credentials

Students and families are invited to orientation/open house at the home base community college or university.

X Students are given the opportunity to participate in optional college visits.

Multiple mandatory visits to four year institutions take place throughout the year.

Every student and their family visit multiple IHE campuses throughout the year.

Brochures and literature about financial planning and scholarships are available for students.

Families are invited to presentations about FAFSA, CFNC, scholarships, and the college admissions process.

X Families are supported through FAFSA and scholarship application processes on site.

Schools provide support for every student and family for college admissions and financial aid, including scholarship applications.

Some students take the SAT at some point.

Students have access to take the PSAT and SAT in sequence and on time.

X Students are given multiple opportunities to prepare for and participate in the PSAT/SAT/ACT.

Every student takes the PSAT and SAT/ACT in sequence and on time.

A list of institutes of higher education is posted in the counselor’s office. Displays throughout the school highlight colleges. Students aspire to attend college.

X Teachers post information about their college(s) and invite students to discuss their college experience. Frequent conversations exist between students and teachers with a focus on attending and graduating college.

Students explore the internet and investigate possible institutions based on their interests. Teachers and students talk daily about acquiring tangible goals in order to go to college. Conversations focus on which college to attend not whether to go to college.

Every student completes a formal process through which they are supported by staff in applying to and being accepted at multiple IHEs.

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Students are aware of high growth, sustainable wage career opportunities and qualifications.

X Students know or have met a professional in a high growth, sustainable wage field and are aware of the qualifications for a high growth, sustainable wage career.

Students are paired with professionals in high growth, sustainable wage fields in a formal mentoring program or internship and are aware of the qualifications for a high growth, sustainable wage career.

Every student participates in research or field studies alongside professionals in high growth, sustainable wage fields and understands the pathways to high growth, sustainable wage careers.




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North Carolina New Schools Design Principle 2: Require Powerful Teaching and Learning


Teachers plan using a variety of resources but without reference to local, state or national standards or without consideration of appropriate pacing.

X Teachers teach the North Carolina Standard Course of Study at an appropriate pace.

Teachers plan instruction around “big ideas” that are mapped to multiple standards and to 21st century skills (e.g. leadership, ethics, accountability, adaptability, initiative, communication, collaboration, social responsibility, wellness, entrepreneurship).

Students identify problems – in their own lives, in their communities, and in the world – and design projects mapped to state and national standards across disciplines that tackle problems in contemporary society.

Content is course-specific. Teachers relate the content from other courses to connect learning for students and incorporate literacy and problem solving instruction within each content area or discipline.

X Teachers relate the content to other disciplines and school theme (if applicable) to deepen understanding and connect learning for students, across each school year as well as from year to year. Teachers further promote global awareness and its relevance to the subjects they teach.

Students synthesize relevant knowledge and skills from their cumulative experience to design and communicate thoughtful solutions to increasingly sophisticated, authentic problems. In themed schools, authentic problems relate to school theme.

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There are limited learning activities outside of classroom experiences.

X Some teacher-directed learning activities enrich classroom curricula for some students.

All students participate in purposeful and varied co-curricular learning opportunities that support college and work readiness and school theme (if applicable).

Students design and lead a wide range of co-curricular learning opportunities that support college and work readiness, service learning and school theme (if applicable).




Instruction meets the learning needs of some, but not all, students.

X Teachers regularly adapt resources and instruction to address learning differences in their students.

Teachers create structures for personalized learning and teach students to make informed choices.

Students create their own learning plans with guidance and support from the teacher.

There is limited use of technology for instruction.

X Teachers integrate and use technology in their instruction, directing students in collaborating through technology and modeling use of technology in ways similar to the working world.

Teachers know when and how to use technology to support teaching and learning that maximizes students’ development of critical-thinking and problem-solving skills. Teachers create virtual communities that engage students in collaboration with members outside of the school and/or beyond the school day. Teachers empower students to be creators/sharers of content.

With technology, students learn content, discern reliability, apply information, think critically, solve problems, and innovate to demonstrate learning. Students help each other use technology in ways similar to work being done in the working world. Students create functional virtual collaborative communities that include members outside of the school and extend beyond the school day.

There is limited knowledge of a design cycle and its use.

X Teachers in multiple content areas encourage students to apply a design cycle.

All teachers have committed to a school-wide design cycle process, and students use the process to tackle problems of contemporary society.

Students have internalized a design approach to thinking and use design processes to tackle problems of contemporary society.

Teachers provide limited opportunities for students to work in groups.

X Teachers organize student learning teams and teach the importance of cooperation and collaboration.

Teachers organize learning teams deliberately and teach students how to create and manage their own teams.

Students effectively organize and manage their own learning teams.

Teacher talk dominates instruction. Teachers communicate effectively with all students. Teachers help students articulate thoughts and ideas clearly and effectively.

X Teachers teach students how to communicate effectively with each other and set up classroom practices that require them to do so. Collaboration and discussion among students is pervasive.

Students help each other exercise and communicate sound reasoning, understand connections, make complex choices, and frame, analyze, and solve problems. Students clarify ideas and other students’ work during whole-class and small group discussions. Students ask each other to justify their thinking.

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There is limited use of student engagement strategies.

X All teachers adopt a common instructional framework to make instruction more engaging for all students and to ensure a coherent and consistent student learning experience.

Teachers facilitate students reading, writing, thinking and talking daily to develop a deep understanding of core academic concepts.

Students are reading, writing, thinking and talking in every classroom every day, without explicit teacher direction, to advance collective and individual understanding of core skills and




concepts.

Teachers post learning objectives. Teachers communicate learning outcomes and the criteria for success and assess progress daily.

X Teachers routinely share rubrics with students that clearly communicate meaningful learning outcomes and criteria for success. Teachers monitor progress throughout each lesson.

Students participate in the development of the criteria for successful demonstration of meaningful learning outcomes.

Teachers’ use of a narrow range of assessment strategies limits their understanding of students’ knowledge and skills.

X Teachers employ varied assessment strategies that elicit student thinking related to learning outcomes. Teachers have a more complete understanding of students’ knowledge and skills.

In addition to a wide range of teacher designed assessment strategies, teachers use protocols for peer- and self-assessment aligned to learning outcomes and criteria. Teachers have a comprehensive understanding of students’ knowledge and skills.

Students exercise choice in determining how to demonstrate learning outcomes. Teachers and students share a comprehensive understanding of each student’s knowledge and skills.

Teachers primarily use assessments to assign grades and/or control behavior.

X Teachers provide instructional interventions based on data from assessments.

Teachers provide timely, targeted opportunities for students to learn and demonstrate particular outcomes based on data from assessments.

Students monitor their progress on learning outcomes and engage in multiple, varied opportunities to learn and demonstrate outcomes.

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Teachers provide limited feedback to students and/or parents regarding student progress. Feedback is limited to grades and/or assignment completion.

X Teachers regularly provide feedback to students and parents regarding progress on specific learning outcomes.

Teachers provide feedback to students and parents that clearly communicate students' strengths and specific guidance for continued development relative to learning outcomes.

Teachers and students have ongoing communication regarding progress toward learning outcomes and next steps. Students regularly report strengths and plans for continued development relative to learning outcomes to parents.

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ower

ful

Teac

hing

and

Lea

rnin

g

X


North Carolina New Schools Design Principle 3: Personalization


Some planning for implementation of advisories/seminars exists.

Advisory courses are provided for some grade levels.

X Advisory/seminar courses with well developed curricula exist for every grade level.

There is an advisory or seminar course for every grade level that provides students with affective and academic supports based on students’ personal learning plans and other data.

There is a plan to develop relationships with the students, staff, and community partners and any higher education partners.

X A systemic plan is followed in which each student is assigned to a teacheradvisor. The school counselor also serves as an advisor and assists students with their academic and affective needs.

Advisories, personal learning plans, AVID or other school-wide strategies are used to know students and their academic and affective needs well. In addition, staff members meet regularly during scheduled times to discuss students’ academic and affective needs.

A schedule is in place in which school staff and college staff from any higher education partners meet regularly to discuss students’ progress. Data is used to identify and implement the necessary supports for students.

Some online courses are available for students.

X A variety of online courses are available which students may take based on their academic needs.

There is a wide range of online courses available to students based on their personal interests and academic needs.

The school provides a wide range of high school and college courses that allow students to be self-initiated and selfpaced. Supports are available that help students to complete these courses at a high rate of success.

There is a plan to develop academic support programs in order to maximize student growth.

X Some academic supports are in place such as a summer bridge program and tutoring session times available before and after school.

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.

The school schedule provides varied opportunities for students to obtain additional supports through extended blocks, looping, tutoring and summer programs.

Affe

ctiv

e an

d Ac

adem

ic S

uppo

rts

Students explore and identify their interests.

X Students pursue their interests in a purposeful manner.

Students pursue their interests with purposeful and passionate application of academic concepts and future-ready skills.

Students investigate real world challenges and opportunities locally and globally and apply passion, knowledge and skills beyond the classroom to change the world for the better.

A welcome letter is sent to all incoming students.

X The school hosts a welcome and orientation session for all incoming students and families.

Staff members visit the homes or the community of incoming freshmen and new students to welcome them and begin developing positive relationships.

Staff members visit the homes or the community of every student annually in order to maintain positive parent-school relationships and discuss the needs and progress of students.

Adul

t/St

uden

tRe

latio

nshi

ps

Some teachers meet occasionally X There is a plan to develop a school All teachers meet weekly by grade Teachers are grouped by students


North Carolina New Schools Design Principle 3: Personalization


to discuss the needs and progress of students.

schedule that provides time for teachers to meet at least once a week to discuss the needs and progress of students.

level or subject area to discuss the needs and progress of students.

and meet during scheduled common planning times daily to discuss student needs and develop supports.

X Every student has a teacheradvisor. Teacher-advisors meet with their assigned students once a month.

Teacher-advisors meet with their assigned students weekly to review their academic progress.

Teacher-advisors meet with assigned students at least once a week to review their progress and provide academic and affective supports as needed. Teacheradvisors are looped to advance with students as they advance through high school and review the students’ personal education plans in order to ensure successful completion.

During informal conversations, students state that they feel their teachers care about them.

X Data gathered from sources such as student surveys indicate that a majority of students feel known and cared for by the adults in their school.

A school-wide survey of the student body indicates that at least 95% of students surveyed indicate that they feel known, respected, and cared for.

Data from surveys of students and parents indicate that at least 98% of both populations feel that the adults in the school care, know, and respect them.

X The school distributes newsletters or other forms of communication to provide updates and information frequently.

School newsletters and communications are provided in a language other than English.

School newsletters and communications are translated into every language represented in the student population.

The school website, blogs, tweets, social media sites and newsletters are translated into every language represented in the school. Parents, students and other community members are involved in submitting information for the newsletters and communications.

Ove

rall

asse

ssm

ent f

or

Pers

onal

izat

ion

X

North Carolina New Schools Design Principle 4: Redefine Professionalism



Principals observe teachers. Teachers observe their peers in practice.

X Teachers observe their peers in practice for the purpose of giving and receiving feedback for revision and improvement.

All staff members solicit peer feedback in order to advance their own practice.

Staff attends staff meetings and/or common planning opportunities, as appropriate.

X Staff meetings and/or common planning opportunities model collaboration among adults.

Staff meetings and/or common planning opportunities model inquiry among adults.

Staff is engaged in inquiry around their practice through sharing their work, student work, and professional dilemmas for feedback and support.

Staff rarely collaborates, mostly regarding behavioral concerns and/or grades. For the most part, teachers plan and reflect independently.

X Staff collaborates with peers and, at times, share expertise for professional learning and improved practice.

Staff regularly collaborates with peers, shares expertise, and holds themselves accountable for professional learning and improved practice.

Staff regularly collaborates with peers, shares expertise, and holds themselves and peers accountable for professional learning and improved practice.

Colla

bora

tive

Wor

k O

rient

atio

n

School implements district protocols for recruitment, interview, and hiring processes.

X Principal includes one or more staff in recruitment, interview, and hiring processes for their specific school.

Principal and staff collaborate on recruitment, interview, and hiring processes to ensure alignment with the school’s mission.

Staff, parents, and students collaborate on recruitment, interview, and hiring processes to ensure alignment with the school’s mission.

Teachers supervise advisories X Teachers are developed as teachercounselors through a common researchbased approach to student development.

Teachers lead advisories that provide consistent guidance and support, including the development of personal learning plans and support for emotional, social and academic needs.

All adults in the school assume responsibility for youth development and each student’s success.

Students are organized into advisory groups and/or project teams.

X Peer connections are promoted through advisory groups and/or project teams

Students have an overt and clearly delineated mechanism for participating in student development and school success.

Students assume responsibility for positive school and community engagement that contributes to citizenship.

Professional development opportunities are offered to support youth development.

X Teachers share strategies for engaging challenging students.

Teachers collaboratively create flexible solutions for engaging challenging students.

The school actively engages families regarding successes and challenges that their child faces and works with families to arrive at successful solutions.Sh

ared

Res

pons

ibili

ty a

ndCo

llabo

rativ

e De

cisi

on M

akin

g

Principals make decisions related to school-wide issues and teachers make decisions related to classroom issues.

Staff has some input into school decisions, including the selection of representatives to decision-making bodies.

X All staff work together to make decisions that advance the mission of the school.

Individuals from all constituent groups are engaged in and can clearly articulate the school decision-making process and the avenues for participation.

Sust

aina

X Knowledge Capture & Exchange: Staff Maintains personal classroom

All staff share resources and units of study with school-based peers.

All staff post and use resources and units of study in a shared best-

All staff routinely vets individual and shared resources and units of


and instructional resources and units of study

practice library study posted in a shared best-practice library with school-based peers and with peers across the NC New Schools network.

X Networking: Assigned teachers participate in scheduled NC New Schools network events.

Teachers initiate participation in scheduled NC New Schools network events.

Staff participates in peer networks for the purpose of giving and receiving feedback to advance specific practices.

Staff convene and regularly network with peers, employers, and experts beyond the school.

Communication: Staff members sometimes speak in support of the school with internal and external stakeholders.

X Staff members routinely speak in support of the school with internal and external stakeholders.

Staff members speak with confidence to stakeholders about collectively made decisions with internal and external stakeholders.

Staff members speak with confidence to stakeholders about collectively made decisions and their alignment with the school’s mission and vision.

bilit

y

Capacity Building: School participates in NC New Schools professional development.

X Schools have a mechanism for disseminating resources and materials garnered from NC New Schools professional development experiences.

Schools secure resources and professional development experiences aligned with the school’s mission and vision and NC New Schools Design Principles.

Schools have a systematic, internal process for the on-boarding and development of new staff and crosstraining, capacity building, and continued acculturation of existing staff aligned with NC New Schools Design Principles.

Prof

essi

onal

Inqu

iry

X All teachers participate in professional development in their content area.

All teachers keep abreast of current research on student learning and national standards in their content area and consider them in planning and delivering instruction.

Teachers in all content areas use research-based tools aligned with national standards to periodically assess and reflect on teaching and learning in their classrooms.

All teachers engage in a continuous inquiry cycle with peers using researchbased tools aligned with national standards to reflect on and improve their practice.

Ove

rall

asse

ssm

ent f

or

Rede

fine

Prof

essi

onal

ism

X


North Carolina New Schools Design Principle 5: Leadership


Shar

ed M

issi

on

&Vi

sion

The principal employs tools to create a mission and vision for the school.

The principal ensures that the school’s mission and vision actually drives decisions and informs the culture of the school.

X Staff members work together to make decisions that advance the mission and vision of the school and foster understanding among constituent groups.

Staff members engage in a dynamic process of continuous re-examination and refinement of the mission and vision of the school in order to grow the school’s direction based on previous successes and challenges.

The principal completes the School Improvement Plan and NC New Schools Self-Assessment.

X The principal ensures alignment of the school’s vision with the implementation of evidence-based strategies to improve student performance and meet the goals of the school’s action plan.

The principal acts as a catalyst to seek new solutions and encourages risktaking in meeting individual student needs with potentially beneficial outcomes.

Staff assumes ownership for the development of new solutions to meet school and individual student needs.

The principal allows teachers to take risks in meeting students’ needs.

The principal and staff creatively seek opportunities to build new and unique connections between the school and the community to the benefit of school and students.

X The principal proactively develops partnerships with district and institutions (e.g. higher education colleagues) to the benefit of school and students.

The principal contributes to leadership within the district and across the NC New Schools’ network to advance an innovative educational agenda for all students in North Carolina.

Chan

ge A

gent

The principal is self-reflective and occasionally engages in leadership development opportunities.

X The principal reflects consistently and actively pursues leadership development opportunities.

The principal builds staff capacity by encouraging and modeling a selfreflective culture and providing leadership development opportunities for staff.

Staff and students have opportunities to build leadership skills and are empowered to demonstrate those skills in the school, district, and network.

The principal expects teachers to be a part of a professional learning community.

X The principal convenes staff working groups to identify instructional trends across campus.

The principal leads discussions about standards-based upon research and best practice.

Staff members assume ownership of problem identification, solution generation, and strategy implementation.

The principal safeguards instructional and professional time in the school day.

The principal monitors instruction in classrooms daily for full implementation of the Common Instructional Framework and provides relevant and targeted feedback to teachers.

X The principal holds staff accountable for full implementation of the Common Instructional Framework and for continuous learning and professional development.

Staff collaborates with peers, shares expertise, and holds itself and peers accountable for professional learning and improved practice.

Focu

s on

Pow

erfu

lTe

achi

ng &

Lea

rnin

g

The principal collects or receives data.

X The principal makes data available to staff for review and reflection.

The principal facilitates conversations with staff about the use of data to improve school performance through systematic collection, analysis and goal setting.

Staff members adopt an action research orientation that includes the collection of data points, analysis, and goal setting as a result of data review.




The principal occasionally attends school-based and network professional development.

X The principal actively engages in school-based and network professional development.

The principal applies new learning from professional development to coach and support staff in implementing new strategies.

Staff routinely reflects and collaborates to strategically identify professional development opportunities and participants to advance the school action plan.

The principal believes that all students are capable, with appropriate supports, of succeeding in a challenging learning environment.

X The principal demonstrates evidence of high expectations for all students that eliminates tracking and includes both academic and affective supports.

The principal holds staff accountable for ensuring the success of each student.

Staff holds peers accountable for ensuring the success of each student.

Cultu

re o

f Hig

hEx

pect

atio

ns

The principal believes that all staff members, with support, are capable of creating a rigorous and challenging learning environment for all students.

X The principal demonstrates evidence of high expectations for all staff that include routine conversations with staff regarding school standards for rigorous and challenging learning environments for all students.

The principal holds teachers accountable for full engagement in the design and implementation of rigorous and challenging learning environments for all students.

Staff collaborates with peers, shares expertise, and holds itself and peers accountable for the design and implementation rigorous and challenging learning environments for all students.

The principal makes decisions related to school-wide issues.

X The principal seeks input from staff into decisions made at the school, including active recruitment of diverse representatives on school decisionmaking bodies.

The principal establishes a clear collaborative decision-making process so that all staff works together as appropriate to make decisions that advance the mission of the school.

Individuals from all constituent groups are engaged in and can clearly articulate the school decision-making process and the avenues for participation.

Shar

ed L

eade

rshi

p

The principal leads all committees and work groups.

X The principal actively encourages teacher leadership through traditional school-based leadership opportunities, including department/grade level leaders, School Improvement Chair, etc.

The principal promotes staff participation in district and external leadership opportunities and enables staff to lead school-based conversations about those experiences.

The principal expects and empowers staff and student leadership through the establishment of clearly defined and promoted leadership deployment pathways.

The principal develops partnerships with staff to the benefit of the school and students.

X The principal proactively develops relationships with students, families, and community partners.

Teachers, parents, and community members actively participate in the development of the School Improvement Plan, the NC New Schools’ Self-Assessment, and other school plans.

The principal empowers staff and the school community to assume ownership of problem identification, solution generation and strategy implementation.

Colla

bora

tive

Wor

kEn

viro

nmen

t

The principal designs a schedule and process that includes common planning opportunities.

X Staff share instructional practices, lessons learned, and current challenges with peers during common planning opportunities.

Practice is made public through the use of school-wide rounds and peer school review, including both internal and external peer observation and feedback.

Staff members routinely engage in quality assurance processes such as school-wide rounds, peer school review, and collaborative student work reviews to improve




instructional practices within specific classrooms and across the school.

Ove

rall

asse

ssm

ent f

or

Lead

ersh

ip

X

North Carolina New Schools Design Principle 6: Purposeful Design


X A full-time principal has been named and essential staff has been hired.

Adequate instructional and support staff members have been hired. Along with the principal, their time is not divided with other schools.

The principal, instructional staff, and support staff meet consistently to discuss scheduling and hiring decisions as well as other school operation items in order to make decisions that will best meet students’ needs. The principal and staff members have significant autonomy from undesirable staff transfers and district level professional development mandates.

The principal and staff members work as a team in which distributed leadership is used and everyone is actively involved in key areas of decision making. The principal and staff meet during scheduled, specific times at least once a week and use their autonomy from district mandates to make decisions and solve problems to create unique instructional designs to meet student needs.

The school has a unique school code and a preliminary school budget has been prepared.

X The principal and staff meet to review and discuss the school budget.

The principal and staff meet frequently to discuss the school budget and make revisions as necessary.

The principal and staff meet on a scheduled basis to review the school budget and make any necessary revisions. The budget is revised as necessary to make decisions that exemplify a flexible use of resources in the best interests of students.

Auto

nom

ous G

over

nanc

e

The school/program has established an identity and theme.

X The school/program actively advertises their school’s identity

The school/program is autonomous in making decisions regarding

The school/program reaches out to local, state, national, and global




and theme and visits middle schools to recruit their target population.

curriculum as related to the school’s identity and theme.

organizations to deepen the connection between the school’s identity, theme, and real world applications.

The district office is aware of the separate professional development requirements set forth by the NC New Schools.

The district office has waived required attendance at some of the district level professional development.

X The district office and the school partner are involved in the decision making process regarding the attendance of the principal and staff at selected professional development events.

The principal and staff have complete autonomy regarding attendance at district level professional development events. They attend and implement all NC New Schools professional development and work together to identify and provide additional professional development.

The school/program schedule reflects seat-time requirements and individual teacher planning needs.

The principal and staff meet to review and discuss the school/program schedule.

X The school/program schedule is flexible and responsive to student and staff needs. The principal and staff meet frequently to discuss the school schedule and make revisions as necessary.

The principal and staff meet to review and revise the school schedule as needed to make flexible use of time in the best interest of students and to allow for regular opportunities to learn outside of the classroom.

The school/program is known in the community.

The school/program fosters relationships with business and community partners for community service opportunities, job shadowing opportunities, participation in school projects during the school year, and/or financial support.

X The school/program develops business and community partnerships that expose students to high growth, sustainable wage careers and role models through internships and other work-based opportunities.

The school/program collaborates with business and community partners who expose students to high growth, sustainable wage careers and role models and provide opportunities to advance student and teacher learning in these fields.

The school/program is supported by the school district and local education partners.

The school/program has scheduled meetings with key stakeholders including the school district, higher education, and business and community partners to discuss sustainability of the school.

X Short and long range plans for development and sustainability of the school/program are available and supported by the school district, higher education, and other partners.

A plan for the sustainability of the school/program is embedded within the vision of the school district and higher education partner and empowers advocates in the broader community.

Scho

ol/

Prog

ram

Sus

tain

abili

ty

X There is a detailed budget plan one fiscal year prior to the current fiscal year.

There is a detailed five year budget plan for the duration of initial funding.

There is a detailed budget plan to ensure program sustainability beyond initial funding.

There is a detailed budget plan to ensure program sustainability beyond initial funding that incorporates business and community partner support as well as other stakeholders.




Faci

litie

s &Re

sour

ces

The school/program has adequate facilities, staffing, and resources to offer required courses.

X Facilities, staffing, technology, and resources support the school/program model.

Facilities support flexible use of space and regular collaboration among students and faculty. Staffing reflects and supports the school/program model. Technology is sufficient to support regular, meaningful use by all. Teachers and students have access to resources that support the school/program model.

The school provides the tools, time and space for exploration, inquiry and invention. Staffing, facilities, technology, and resources are sufficient to support a robust program aligned with the school/program model.

X Recruitment materials for the school are available.

Recruitment materials are aligned with NC New Schools focus for the specific program/model and explain the application process and timeline.

Recruitment materials are aligned with NC New Schools guidelines for the specific program/model, messages are tailored to the target population and clarify the benefits of enrolling.

Recruitment materials aligned with NC New Schools guidelines and can be accessed in a variety formats and venues appropriate for the community.

X A school/program selection process exists.

The school/program selection process is reviewed annually by principal and counselor to set appropriate recruitment targets and identify outreach strategies

Selection tools support the recruitment goals and gathers the minimum amount of information from student and families needed to make a decision. An identified selection team reviews all applications.

The selection process is legally defensible and transparent. Staff is involved in the annual review of data and setting yearly recruitment goals to ensure incoming students meet target population. Information gathered through the application is used to develop a support plan for the incoming individual student.

Stud

ent R

ecru

itmen

t and

Sel

ectio

n

X The principal recruits in middle schools during a specified period of time and holds evening meetings for interested families

The principal meets with staff at the middle school to build a purposeful recruitment plan that includes classroom presentations with former students, identifying individual students who best fit the school/program and follow up sessions with parents, and reviewing attendance at family meetings to determine if the target population is being reached.

Outreach is considered a year round, long term strategy. The principal, staff and students explicitly reach out to underrepresented parents and community groups to build a pipeline of interest to the school. Support is offered to families and interested students to complete the application.

A community approach involving the staff, parents, students, civic leaders and business leaders is executed to reach out to underrepresented parent and community group year round. Community members speak to the value of the school/program and are its strongest advocates.




Colla

bora

tive

Wor

kO

rient

atio

n

Teachers collaborate within the school/program in their content or with grade level peers.

X Staff members collaborate with peers and share expertise for professional learning and improved practice.

Staff regularly collaborates with peers across content and grade levels in cross-curricular and vertical development.

Staff regularly collaborates with district, higher education and business/community partners to provide real-world, engaging learning experiences for all students.

Ove

rall

asse

ssm

ent f

or

Purp

osef

ul D

esig

n

X


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.* Increase in ACT Scores* Increase in Biology Scores* Continued increase in 8th grade Science Scores* 97% of teachers thought it was a great place to work* Successful implementation of Health Occupation Course of Study* Successful Stem Showcase Nights* Design and Installation of our STEM LAB* Growth in the staff in using the Instructional Rounds and Lesson Tuning Protocols* Increased Staff by in to the school wide PBL themes* Completion and Submission of STEM Recognition Application

Surprises from Data Review and Design Principle Rubric Assessment

What did you find in the data review and Design Principle Rubric assessment that you didn’t expect or that surprised you? Include as many bullets as necessary.* Drop in Middle School Language Art and Math Proficiency levels

Major Trends from Data Review and Design Principle Rubric Assessment

What trends do you see in your school’s 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.* Increase in the use and implementation of STEM projects by teachers* Increase in proficiency in Biology* Decrease in proficiency in Gr 8 ELA & Math* Decrease in proficiency in Gr 7 ELA & Math* Decrease in proficiency in Math 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.Each Design Principle was broken into a committee of staff members. The Administration appointed a lead for each of


the committees who had the most knowledge of the assigned principle. Our Media Coordinator broke the document into several Google Docs and each committee gathered and inputted the information into each of the google docs. After gathering information the committees completed the rubric for their portion of the Design Principles. The Administrative team then took the individual Google Docs and put the information into the online Document.

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. * Math I* 7 & 8 ELA and Math* Decrease Teacher Absences


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: Test ScoresSMART Goal #1: By the end of the 2015-2016 school year, there will be an increase in the number of proficient students in 7th and 8th Grade Language Arts and Math EOGs and Math I EOCs by 5 percentage points.Design Principles:Powerful Teaching and Learning, Redefined Professionalism, Personalization

Area for Study #2: Create a College Going CultureSMART Goal #1: By the end of the 2015-2016 school year, all students provided the necessary tools, as defined by grade level plan, to be prepared for college, career, and life success.Design Principles:Ready for College, Powerful Teaching and Learning, Purposeful Design

Area for Study #3: STEMSMART Goal #1:

Design Principles:Powerful Teaching and Learning, Purposeful Design,

Area for Study #4:

SMART Goal #1:

Design Principles:


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:

All Schools: Submit final Self-Assessment Data Analysis, Action Plan, and completed School Improvement Plan through Document Tracking Service (DTS) by September 18, 2015.


Area for Study 1: Test Scores

SMART GoalBy the end of the 2015-2016 school year, there will be an increase in the number of proficient students in 7th and 8th Grade Language Arts and Math EOGs and Math I EOCs by 5 percentage points.

Design PrinciplesPowerful Teaching and Learning, Redefined Professionalism, Personalization

Measurable Outcomes Strategies Timeline Person(s) Responsible

Increase 7th and 8th Grade Language Arts and Math EOGs by 5 percentage points

Provide PD of differentiation of instruction Formative Administration, Instructional Coaches, Curriculum Specialists, Model Teachers

Differentiation of instruction Formative Administration, Classroom Teachers

Utilization of curriculum specialist Formative Administration

Tracking At-Risk Students Formative Administration, Guidance, Curriculum Specialist, Classroom Teachers

Peer Observations Twice a quarter Classroom Teachers, Administration

Curriculum Timeline First Day of Semester Administration, Classroom Teachers

Increase Math I scores by 5 percentage points Create smaller class Sizes 2015-2016 Administration, Guidance

Provide Foundations of Math I course Fall 2015 Administration, Curriculum Specialists, Classroom Teachers

Utilization of curriculum specialist Formative Administration, Curriculum Specialists, Classroom Teachers

Peer Observations Twice a quarter Classroom Teachers, Administration


Curriculum Timeline First Day of Semester Classroom Teachers, Administration

Utilization of SchoolNet Weekly Classroom Teachers, Administration

Professional Development/ResourcesWhat professional development and/or resources are needed to meet this goal? Only include items within your school’s control.Professional development will be offered on differentiation.

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?

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 ReviewDate





9 month ReflectionDate

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: Create a College Going Culture

SMART GoalBy the end of the 2015-2016 school year, all students will be provided the necessary tools, as defined by grade level plan, to be prepared for college, career, and life success.

Design PrinciplesReady for College, Powerful Teaching and Learning, Purposeful Design


100% of all Juniors will participate in an ACT blitz program

Collaborating with Jones Senior High School Fall Semester Principal, Liaison, Guidance, selected teachers

Collaborating and planning the four ACT blitz sessions

Fall Semester Principal, Liaison, Guidance, selected teachers

Training sessions with selected teachers Fall Semester Liaison

100% of all Seniors will complete a college application

Guidance, Liaison, and College Advisor will collaborate to develop a plan for helping students complete applications

Fall Semester Guidance, Liaison, College Advisor

Individual meetings with each senior Fall Semester Guidance

Students will complete college applications during CFNC week

Fall Semester Guidance, Liaison, College Advisor

100% of all students will explore college and career options

High school students will be provided the opportunity to attend a college field trip to a university.

Fall Semester Media, Guidance, Liaison, Administration

Juniors and Seniors will be provided the opportunity to attend the CACRAO tour

Fall Semester Guidance, Administration, Liaison

Advisory lessons focusing on high school requirements and college exploration will be provided to high school students

Weekly Guidance, HS homeroom teachers

8th, 10th, and 11th grade students will participate in college bound testing

October and March Guidance, Liaison, teachers

Advisory lessons focusing on career Weekly CDC, middle school homeroom


exploration will be provided to middle school students

teachers

8th grade students will attend the county career fair and visit James Sprunt Community College

Spring Semester CDC, 8th grade teachers

NDJS will host a career fair for our middle school students

Spring Semester CDC, Guidance, Liaison, middle school teachers

7th grade students will visit Lenoir Community College with a STEM focus

Fall Semester Guidance, Liaison, 7th grade teachers

Guest speakers On Going Guidance, Liaison, CDC

Professional Development/ResourcesWhat professional development and/or resources are needed to meet this goal? Only include items within your school’s controlACT staff development, School Improvement Team input, School visit to Jones Senior, Central Office staff support

3-Month Review




6-Month Review





9 month Reflection



Area for Study 3: STEM

SMART GoalBy end of 2015-16 school year, NDJS will be marked prepared or model in all categories of the STEM Recognition rubric.

Design PrinciplesPurposeful Design, Redefined Professionalism, Leadership


100% of our teachers will make explicit efforts to integrate science, technology, engineering and math requiring students to organize knowledge across disciplines.

Teachers will submit weekly digital lesson plans connecting STEM content or careers to the curriculum being taught.

Weekly Administration, Teachers

Teachers will complete monthly STEM lesson plans that connect to STEM content or careers.

Monthly Administration, Teachers

Teachers will recruit one guest speaker to connect STEM content or careers to their content area.

Yearly Administration, Teachers

Project based learning will be used monthly throughout all subject areas which include STEM content areas as well as additional areas.

Monthly Administration, Teachers

The school theme of agri-science and biotechnology will be addressed at least once per semester in each subject area through PBL activities.

Once per semester Administration, Teachers

NDJS Student Showcases will be held quarterly to highlight STEM work. Students will attend DCS and NCNS STEM Showcases.

Quarterly Administration, Teachers

Teachers and students will participate in applied learning to increase their knowledge of STEM content or careers.

Teachers will participate in a study trip to a local agricultural company to increase knowledge of STEM needs.


Teachers will participate in a study trip to a post secondary educational institution to



increase STEM knowledge.

Students will have an active work based learning experience with a STEM industry.


11th Grade will participate in job shadowing opportunities.

Yearly Administration, CTE Guidance Counselor

Professional Development/ResourcesWhat professional development and/or resources are needed to meet this goal? Only include items within your school’s control.Professional development will be needed to provide the faculty study trip to a local agricultural company and post secondary institution. CTE guidance counselor will coordinate the job shadowing opportunities. An active work based learning experience will be offered to all students.

3-Month Review




6-Month Review





9 month Reflection



Area for Study 4:

SMART Goal

Design Principles


Professional Development/ResourcesWhat professional development and/or resources are needed to meet this goal? Only include items within your school’s control.

3-Month Review




6-Month Review





9 month Reflection



Checklist of State-required On-going Operational Activities

---------All Schools

Does this school:

Yes Implement strategies for improving performance of all students?---------

Yes Implement instructional practices designed to improve academic performance of students at-risk of academic failure or dropping out?---------

Yes Plan use of staff development funds?---------

Yes Plan for use of assessments to monitor student progress?---------

Yes Provide daily duty-free lunch to teachers?---------

Yes Provide at least five hours of planning time for teachers each week?---------

Yes Implement strategies for involving parents and the community in the educational program?

---------K-8 Schools Only

Does this school:

Yes Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements?---------


Title I School-wide Compliance Review and Plan

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful school-wide program. The goals and strategies you've already developed may fulfill many of these requirements.

1. School-wide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

Our school is addressing the need for school-wide reform in the following ways:

2. Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a school-wide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.

Our school is addressing the need for highly qualified teachers in the following ways:

3. High-quality and ongoing professional development: Teachers and other staff in school-wide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the school-wide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.

Our school provides high quality, on-going professional development in the following ways:

4. Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the school-wide plan must describe the strategies it will use to attract and retain highly qualified teachers.

Our school uses the following strategies to attract highly qualified teachers:


5. Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that school-wide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.

Our school uses the following strategies to increase parental involvement:

6. Plans for assisting preschool students in the successful transition from early childhood programs to local elementary school-wide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective school-wide programs capitalize on this strong start.

Our school uses the following pre-school-to-elementary transition strategies:

7. Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The school-wide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.

Our school uses the following strategies for developing teacher skills in formative assessment:

8. Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The school-wide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.

Our school uses the following differentiation strategies:

9. Coordination and integration of Federal, State, and local services and programs: School-wide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, school-wide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the school-wide program.

Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs:


School-based Management and Accountability ProgramSummary of School-based Waiver Requests

Program Years:

LEA or Charter School Name/Number:

School Number(s) Request for Waiver

1. Please describe the waiver you are requesting.

2. Identify the law, regulation, or policy from which exemption is requested.

3. State how the waiver will be used.

4. State how this waiver helps achieve the specific performance goals identified in the School Improvement Plan.

(Please duplicate this sheet as needed for additional waivers.)

Signature of Superintendent/Designee Date


Safe School Plan for North Duplin Jr/Sr High School

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:

Statement of Responsibility for the School District SuperintendentIn 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:

Statement of Responsibility for the School PrincipalIn 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:

Statement of the Roles of Other Administrators, Teachers, and Other School PersonnelIn 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):Keith WilliamsTeachers:Lynne Smith, Laura Thornton, Donnie Taylor, Belinda KingTeacher Assistants:Anglia TaylorOther School Staff:Brandon Beasley, Kent Southerland


Services for At-risk StudentsPursuant 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.Administration works closely with our teachers and guidance staff to monitor student progress. We study progress reports, report cards, EVAAS data, and benchmark data to identify patterns, needs, and areas of concern. We also work closely with our county dropout prevention coordinator to provide an additional resource. We also have created a program where teachers serve as academic advisors for a group of students. They monitor student progress and discuss issues or concerns about student performance. We bring our Student Support Team together to work closely with our Renaissance Center to assure student transitions are smooth. We also work with our EC resources to address behavior plans students need. Our ELL teacher is used as a resource for assisting students who struggle academically due to a language barrier.

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.The Student Support Team meets biweekly to discuss student issues we have at NDJS. The team address such issues as student attendance, grades, safety, and family issues. Teachers are aware of these meetings and provide information they deem necessary to discuss at our meetings. When the need arises, individual students are called in to receive counseling from the team or to come up with a plan to assist the student to be successful. In some cases, we receive assistance from our county behavioral specialist to assist in creating a plan to help students.

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 they 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 promotions 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.

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.)


Goal: Our school will maintain a safe learning environment.

Target: Every month our school will conduct safety drills so students and staff will know how to effectively respond in the case of an emergency or crisis.

Indicator: Monitor and takes notes on the effectiveness of the monthly fire and crisis drills

Milestone Date: Monthly

Goal: Our staff will learn how to use an AED.

Target: Our school nurse will conduct a training session on how to use an AED correctly.

Indicator: Teachers will verbalize the appropriate steps for administering an AED

Milestone Date: October 1, 2015

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).

Target: Monitoring students performance data

Indicator: benchmark data, ELL data, discipline report, IEP and 504 accommodations are being carried out with fidelity

Milestone Date: June 2016


Indicator: Data derived from Powerschool

Milestone Date: June 2016


Indicator: Student Support Team conversations

Milestone Date: Bi-weekly

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:


Professional Development Planned/Completed

Bullying Recognition and Prevention Training

Crisis Drills

Gang Violence and Recognition Training

Gfeller-Waller Concussion Trianing

Blood Born Pathogen

Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.

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.

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded Amount of Funding Source of Funding

No Title I Funding


North Duplin Jr./Sr. High School2014-2016 Technology Plan

District Technology Standards

Standard 1: Personalized Digital-Age Education for Every StudentStandard 2: Access to Digital Learning Resources for Students and TeachersStandard 3: Providing Digital-Age Education Professional DevelopmentStandard 4: Transitioning to Paperless Environment

Overall Current Status

Please describe the school's current status with available technology?100% of our faculty has a MacBook Air and 85 % of faculty has an iPad 2. There are currently 6 laptops of at least 20 or more laptops on each for each building on our campus. Also, the CTE department has an iPad cart of 30 devices and the media center has a set of 10 devices.

Standard 1: Personalized Digital-Age Education for Every Student

School Year Item/Project Cost Number of Items/Target Group Rationale Design

Principle Target Date Completion Date Evidence of Completion

2014-2015 Laptop for Carts $450.00 30 Build to 1:1 Inititative Required Powerful Teaching

6/1/2015 10 MBA for ELL cart

2014-2015 iPads $300.00 30 Build to 1:1 Inititative Required Powerful Teaching

6/1/2015 Purchased 20 devices and cart

2015-2016 Laptop for Carts $450.00 30 Build to 1:1 Inititative Required Powerful Teaching

6/1/2016

2015-2016 iPads $300.00 30 Build to 1:1 Inititative Required Powerful Teaching

6/1/2016

2016-2017 iPads $300.00 30 Build to 1:1 Initiative Required Powerful Teaching

6/1/2017

Standard 2: Access to Digital Learning Resources for Students and Teachers




Standard 2: Access to Digital Learning Resources for Students and Teachers



2014-2016 Battle of Books Subscription

$234.70 BOB Students Prepare for Middle School Battle of the Books Competition

Required Powerful Teaching

Ongoing Competition

2014-2016 SchoolNet Benchmark State All Students To prepare students for EOG/EOC


Ongoing Test Results

2014-2016 eBooks County All Students To provide electronic books to students and staff


6/1/2015 Destiny Card Catalog

2014-2016 ALEKS Math I County All Math I Students To provide additional digital resources to Math I students


6/1/2015 Test Results

2014-2016 Destiny County All Students To provide access to our library books, ebooks, and electronic resources


Ongoing Destiny Card Catalog

2014-2016 Online Classes County/State

Available to All Students

To provide online courses to our students


Ongoing Course Enrollment

2014-2016 NC WiseOwl State All Students To provide digital resources for students and staff


Ongoing NC WiseOwl

Standard 3: Providing Digital-Age Education Professional Development



2014-2015 School Improvement Team

N/A Staff, Students, Parents

Involvement in decision making

Leadership Ongoing SIP

2014-2015 In-house PD for Google Tools

N/A All Staff Provide PD for all teachers on Google Classroom

Leadership 6/1/2015 11/12/2014 Registration

2014-2015 In-house PD for Web Tools

N/A All Staff Provide PD for all teachers on Web Tools


2014-2015 ALEKS Training County Math I Provide PD for ALEKS Leadership 6/1/2015 10/1/2015 Registration


Standard 3: Providing Digital-Age Education Professional Development



Teachers/Online Facilitator

Math I online testing

2014-2015 In-house PD for MacBooks

N/A All Staff Provide PD for all teachers on MBA


2015-2016 In-house PD for Canvas, Google Classroom, Digital Resources, iPads in the Classroom, Web Tools, MBA Applications

County All Staff Provide PD for all teachers on for blended learning and digital tools and resources

Leadership 6/1/2016 Registration

Standard 4: Transitioning to Paperless Environment



2014-2015 Laptops for Students $450 All Students Provide students with devices for paperless assignments


Ongoing

2014-2016 Google Classroom N/A All Student/Staff To transition to paperless environment/Teachers submit lessons via Google Classroom


Ongoing 6/1/2015 Assignments

2014-2015 Copier Printer County All Teaches To transition to printing on copier


6/1/2015 6/1/2015 Installation

2014-2015 Digital Signage $1350 All To post announcements


6/1/2015 Installation

2015-2016 Digital Signage/Online Announcements

All To post announcements


Ongoing

2015-2016 Replacement Lamps for Projectors

$100 1 Plan for replacement lamps for projectors


Ongoing

2015-2016 Monitors $700 10 Replace out of warranty monitors

Required Powerful

Ongoing


Standard 4: Transitioning to Paperless Environment



Teaching

2015-2016 Google Sites N/A All Teachers To transition to paperless/Teachers will submit STEM lessons


Ongoing

school improvement plan · self-assessment data analysis 4 of 79 9/10/15 2015 self -assessment data...

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