Comprehensive Needs Assessment School: Wake …...17 Samantha Pontrelli Teacher 18 Susan Tyson Instructional Support Personnel 19 Zachary Richards Teacher School Improvement Plan Mission,

School Improvement Plan

Comprehensive Needs AssessmentSchool: Wake Forest - Rolesville HSPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

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According to the 2012-1013 NC School Report Card: • Our school met 28 out of 30 AMO performance targets. We missed the 95% tested inmath for students with disabilities and LEP. • 65.3% of our students scored at or above grade level on the Biology EOC Exam,compared to the district (58.7%) and state (45.6%) averages. • 63.4% of our students scored at or above grade level on the English II EOC Exam,compared to the district (63.2%) and state (51.2%) averages. • At our school, the percentage of students passing the EOC Exams in each of thefollowing subgroups was at least five percentage points higher than the district average: Hispanic 49.6(40.8) According to data from the fall of 2013: • 71% of Biology students were at or above grade level (up from 65.3%). • 24% of Math I students were at or above grade level (up from 10.2%).

According to the 2012-1013 NC School Report Card: • 10.2% of our students scored at or above grade level on the Math I EOC Exam,compared to the district (48.5%) and state (36.3%) averages. • At our school, the percentage of students passing the EOC Exams in each of thefollowing subgroups was at least five percentage points lower than the district average: White 64.1(72.4), Asian 58.1(78.4) According to data from the fall of 2013: • 60% of English II students were at or above grade level (down from 63%). • A significant achievement gap existed between students enrolled in Academic English II(27%) and Honors English II (87%). According to data from Fall 2013, Wake Forest students scored two or more percentagepoints below the county average in each of the following exams: • Algebra II Academic• Algebra II Honors• Math II Honors• Discrete Math• English III Honors• English IV Honors• Chemistry• Chemistry Honors• Physics Honors• World History Honors During the 2013-2014 school year, Wake Forest students performed as follows on theACT: • 50% proficient on English• 33% proficient in Reading• 30% proficient in Science• 41% proficient in Math• 18% proficient on all four benchmarks According to data from the 2012-2013 school year, the four-year graduation rate for eachof the following subgroups is lower than the school average of 86.2%: • Males - 82.4%• Black - 73.3%• Hispanic - 79.2%• Economically Disadvantaged - 65.7%• Limited English Proficient - 63.6%• Students with Disabilities - 63.1%



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Inst

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s During the 2012-2013 school year: • Wake Forest High School had 0 teachers ranked as “Not Demonstrated” or “Developing”on Standards 1-5. • 55.4% of teachers at Wake Forest High School made “Exceeds Expected Growth” onStandard 6. • The teacher effectiveness growth index for Biology was 2.6.

During the 2012-2013 school year: • Wake Forest High School had 0 teachers ranked as “Distinguished” on Standard 3. • 12.5% of teachers at Wake Forest High School made “Did Not Meet Expected Growth”on Standard 6. • The teacher effectiveness growth index for English II was 1.3. • The teacher effectiveness growth index for Math I was .3. World History and Earth Science account for the largest number of students repeating the9th grade.

Staf

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According to the 2012-1013 NC School Report Card: • Our average class size in Math I (16) is lower than the district (21) and state (20)averages. • Our average daily attendance (95%) is on par with both the district (96%) and state(95%) averages. • Our teacher turnover rate (12%) is lower than the district (14%) and state (16%)averages. • The number of Nationally Board Certified teachers at our school (32) is higher than thedistrict (23) and state (10) averages. • 69% of teachers at our school have 10+ years of experience, compared to the district(52%) and state (54%) averages. • The numbers of acts of crime or violence per 100 students at our school (1.24) is on parwith the district average (1.25) and lower than the state average (1.34).

According to the 2012-1013 NC School Report Card: • Our school population of 1,940 students is larger than the district (1,639) and state(837) averages. • Our average class size in Biology I (23) is higher than the district (21) and state (18)averages. • The percentage of teachers with advanced degrees at our school (21%) is lower thanthe district (33%) and state (27%) averages. • Our four year graduation rate was 86.2%.

Perc

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According to a staff survey administered after the Fall 2013 semester: • 75% of teachers agreed that they “have time available to collaborate with colleagues”. • 75% of teachers agreed that they “are allowed to educate students with minimalinterruptions”. • 72% of teachers agreed that they “feel comfortable raising issues and concerns that areimportant to them”. • 78% of teachers agreed that they have sufficient training to fully utilize instructionaltechnology”. • 70% of teachers agreed that they “are assigned classes that maximize their likelihood ofsuccess with students”. • 75% of teachers rated the overall quality of Wake Forest High School as “Good” or“Excellent”. PTSA enrollment is higher than it has been in the past five years. Enrollment for the2013-2014 school year was 356. The previous year was 280.

Only 51.88% of staff members responded to the 2012 Teacher Working ConditionsSurvey. According to a staff survey administered after the Fall 2013 semester: • 65% of teachers disagreed with the statement “Teachers consistently enforce rules forstudent conduct.”• 57% of teachers disagreed with the statement “School administrators consistentlyenforce rules for student conduct.” • 65% of teachers disagreed with the statement “State assessments accurately gaugestudents’ understanding of standards.”



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Prog

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According to the Cougar Time Teacher Survey (Spring 2013)• 63% of teachers agreed that Cougar Time “increased return of make-up work”. • 58% of teachers agreed that Cougar Time “benefits struggling students”. The Fall 2013 pull-out remediation program achieved the following results: • 81 out of 161 participants (50.3%) achieved a Level 3 or better on the Biology EOCExam.

According to the Cougar Time Teacher Survey (Spring 2013)• 35% of teachers agreed that Cougar Time “improved student grades”.• 36% of teachers agreed that Cougar Time gave students “more motivation formaintaining a C or better average”. The Fall 2013 pull-out remediation program achieved the following results: • 3 out of 29 participants (10.3%) achieved a Level 3 or better on the Math I EOC Exam. • 31 out of 89 participants (34.8%) achieved a Level 3 or better on the English II EOCExam.

Priority Concerns Root Causes(with evidence) Solutions

The graduation rate for several subgroups issignificantly below the school/district/stateaverage.

• There are extra graduation requirements in bothsocial studies and math. • Students do not have “room” in their schedulefor repeats. • Some grading policies do not support studentsuccess. • Chronic absences make it difficult to stay caughtup and master material. • Some students do not understand the value of adiploma and therefore lack motivation. • Some students feel disconnected from theschool community.

• Design a credit recovery program. • Offer a Credit for Demonstrated Masteryprogram.• Give students meaningful time with theircounselor, an assistant principal and theintervention coordinator. • Devise a set schedule for at-risk students.• Provide enrichment activities to encouragesuccess for at-risk subgroups. • Provide professional development onresearch-based grading practices.



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Priority Concerns Root Causes(with evidence) Solutions

Students at Wake Forest High School continue tostruggle on several state assessments.

• Some students struggle with language barriers. • Many teachers are learning a new curriculum orpreparing students for a new assessment. • Student behaviors disrupt instruction. • Students lack basic math and reading skillswhen they enter high school. • Students dislike a subject or assume that theywill be unsuccessful from the beginning. • Not all teachers build positive relationships withall students. • Several behavior issues in the same class• Calculators and other technological resourcesare not always available. • The strongest math students take Math I in the 8th

grade.

• Be purposeful when designing both the masterand student schedules. • Provide professional development on integratingliteracy instruction into all classes. • Mix Academic and Honors level classes. • Introduce staff to text rendering protocols. • Compile a list of terms for teachers to use duringinstruction (common language). • Design and give weekly common assessments. • Provide assistance for PLT’s that are strugglingto analyze data. • Design scheduling alternatives (year-long,“skinny” classes)

Data SummaryDescribe your conclusionsWake Forest High School is home to an experienced and highly qualified staff. Low literacy rates and recent curricular changes demand professionaldevelopment and additional work with PLT’s. Despite recent gains, there is still room for growth in student performance on state assessments. We have built time for remediation and enrichment into the existing school day. Despite these interventions, there are several subgroups that graduate ata lower rate than our total student body. We will examine the master schedule and enlist community resources to farther support these students in theireducational careers. We have developed a school improvement plan that will positively impact the learning of all students, especially those in our targeted subgroups.


Membership of School Improvement TeamSchool: Wake Forest - Rolesville HSPlan Year 2014-2016Principal: Patti HamlerDate: Apr - 2014

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SIP Team MembersName School Based Job Title

1 Andrew Markoch Assistant Principal2 Brenda Fearnot Instructional Support Personnel3 Cynthia Keller Teacher4 Cynthia Simons Assistant Principal5 Dee Skinner Instructional Support Personnel6 Dwayne Cooke Assistant Principal7 Elizabeth Huffman Teacher8 Ersilia Filauro Principal9 Heather Fields Instructional Support Personnel10 Jennifer Gantz Teacher11 Kristi Dunn Teacher12 Lee Perry Parent13 Melvin Ballard Teacher14 Patricia Edwards Assistant Principal15 Patti Hamler Principal16 Rita Coby Teacher17 Samantha Pontrelli Teacher18 Susan Tyson Instructional Support Personnel19 Zachary Richards Teacher


Mission, Vision and Value StatementsSchool: Wake Forest - Rolesville HSPlanYear 2014-2016

Date: Aug - 2014

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Mission Statement:• The mission of Wake Forest High School is to prepare students for an ever-evolving world and enhancetheir ability to be ⚬ Technologically literate ⚬ Financially literate ⚬ Globally aware ⚬ Critical and innovative thinkers ⚬ Independent and responsible ⚬ Civic-minded ⚬ Aware of optimal health • We will accomplish this by collaborating creatively with school and community stakeholders. We willcreate a safe, secure, challenging, and relevant learning environment inclusive to all students.

Vision Statement:• The vision of Wake Forest High School is to graduate students prepared to transition productively intothe technological and global environment of the 21st century.

Value Statement:Wake Forest High School will embrace the following values which shape and guide our educationalpractices:• We will ensure a safe learning environment based on respectful relationships• We will provide engaging, challenging, and effective instruction• We will provide a consistent and rigorous standards based curriculum• We will use relevant and on-going assessment data to make informed decisions• We will engage in collaboration to improve teaching and learning• We will commit to working with students and their families to achieve student success• We will work with parents to support learning by holding their students responsible• We will foster school spirit and COUGAR PRIDE!


Summary of Goals, Key Processes and Action StepsSchool: Wake Forest - Rolesville HSPlan Year 2014-2016LEA: Wake County (920)

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School Goal In the 2015-2016 school year, the four year graduation rateat Wake Forest High School will be 90% or better.

Goal Manager SIP ChairStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

In the 2012-2013 school year, the four year graduation rateat Wake Forest High School was 86.2%.

1 Key Process Schedule AMO subgroups with purpose.

Process Manager Scheduling Team: Assistant Principal for Instruction, Dean of StudentServices, Assistant Principal

Completion Date Jun - 2016

Restrainers Conflicts within the master scheduleAbility to get accurate data in a timely fashion

Resources PowerSchoolEVAASQuickr

Measurable ProcessCheck(s)

• The scheduling team will evaluate the master schedule to ensure that itcomplies with current SIP goals. This will occur prior to the start of eachsemester.• The scheduling team will evaluate student schedules to ensure that theycomply with current SIP goals. This will occur prior to the start of eachsemester.• Teachers will use common assessment data to monitor the effectivenessof scheduling decisions. This will occur quarterly. • The School Improvement Team will use End of Course and NCFE test datato monitor the effectiveness of scheduling decisions. This will occur at theend of each semester.

1 Action Step Schedule a common planning period for teachers whoteach an academic core class.

Timeline From 8/2014 To 6/2016

2 Action Step Use data to ensure that students are enrolled in theappropriate level of each course.


3 Action Step Ensure that students have completed the appropriateprerequisites before enrolling in a course.




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4 Action Step Balance student schedules so that they are takingtwo core courses per semester.


5 Action Step Have teacher input when pairing special educationand regular education teachers for ICR courses.


6 Action Step Limit the size of ICR courses.


7 Action Step Balance the number of special education and regulareducation students in ICR courses.


8 Action Step Utilize teacher effectiveness data and performancecomposites to determine teacher schedules.


2 Key Process Provide academic support and early intervention for at-risk students.

Process Manager SIP Chair; Assistant Principal for Instruction; Intervention CoordinatorCompletion Date Jun - 2016

Restrainers Coordinating remediation, Cougar Time, and supervision schedulesAvailability of online resourcesStudent environment (home, community, etc.)Student motivation

Resources EVAASCommon AssessmentsCougar TimePersonal Education PlansBlackboardSuccess SeriesUSATestprepStudy IslandClassScapeEdmodoSocrativeKhan AcademyDPI flexibility with funds transferDuty free lunchDuty free planningSafe & Orderly Schools PlanCharacter Education Plan



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• Teachers will use common assessment data to monitor the effectivenessof focused remediation. This will occur quarterly. • The School Improvement Team will use End of Course, NCFE, and CTEtest data to monitor the effectiveness of focused remediation, PersonalizedEducation Plans and the Intervention Team. This will occur at the end ofeach semester.

1 Action Step Develop a pull-out schedule for focused remediation.


2 Action Step Make online remediation resources available tostudents.


3 Action Step Draft and implement Personlized Education Plans atthe end of each quarter.


4 Action Step Develop a credit recovery program.


5 Action Step Utilize the RTI process.


6 Action Step Develop a four-year graduation plan for at-riskstudents entering the 9th grade.


7 Action Step Incorporate an inventive program, enrichmentactivities and field trips into the introductory readingand math courses for at-risk students.


3 Key Process Monitor attendance and provide early intervention for at risk students.

Process Manager Assistant Principal for Attendance, SAP CounselorCompletion Date Jun - 2016

Restrainers Coordination of personnel involved with attendance matters

Resources PowerSchool


• The Assistant Principal for Attendance will monitor the implementation ofattendance contracts and parent notifications. This will occur quarterly. • The School Improvement Team will use data from PowerSchool and Endof Course/NCFE tests to evaluate the effectiveness of attendanceinterventions.



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1 Action Step The teacher will notify parents when a student isinexplicably absent three days in a row or more.


2 Action Step The attendance office will notify parents when astudent has accumulated 6 absences.


3 Action Step The attendance office will notify parents when astudent has accumulated 9 absences.


4 Action Step The intervention coordinator will draft an attendancecontract for any student with 13 or more absences infirst semster courses.




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School Goal By 2016, WFHS will improve academic growth andproficiency to meet or exceed the WCPSS system averageas measured by the End of Course tests and NCFE.

Goal Manager SIP ChairStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

In the fall of 2013, WFHS’s proficiency scores were two ormore percentage points below the county average for eachof the following: • English II• CCI• Algebra II Academic• Algebra II Honors• Math II Honors• Discrete Math• English III Honors• English IV Honors• Chemistry• Chemistry Honors• Physics Honors• World History Honors

1 Key Process Use data from common assessments to identify students in need ofremediation and enrichment.

Process Manager Assistant Principal for Instruction; Professional Learning Team LeadersCompletion Date Jun - 2016

Restrainers Staff familiarity with dataTeacher retentionConsistency of the PLT membersChanges to state requirements

Resources EVAASProfessional Learning TeamsEnd of Course test dataInterimsCommon assessment dataCase 21


• Professional Learning Team leaders will monitor the development ofcommon assessment and data notebooks. This will occur quarterly. • Teachers will use EVAAS and common assessment data to monitor theeffectiveness of remediation and enrichment. This will occur quarterly. • The School Improvement Team will use EVAAS and End of Course testdata to monitor the effectiveness of common assessments, remediationand enrichment. This will occur at the end of each semester.



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1 Action Step Create and give common assessments for eachgoal/objective.


2 Action Step Identify students in need of remediation based onpredictor data.


3 Action Step Identify students in need of enrichment based onpredictor data.


4 Action Step Create and maintain a data notebook for eachProfessional Learning Team.


5 Action Step Provide resources to parents that will enable them tosupport academic growth and proficiency of theirstudent.



Waiver RequestSchool: Wake Forest - Rolesville HSPlan Year 2014-2016

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Date Jun - 2014Waiver RequestedN/AHow will this waiver impact school improvement?N/APlease indicate the type of waiver: StatePlease indicate the policy to be waived N/A


Summary Sheet of Professional Development ActivitiesSchool: Wake Forest - Rolesville HSPlan Year 2014-2016School Year: 2014-2015

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:Staff members will learnand utilize research-basedstrategies gained inDiscovery Ed and literacyinstruction training.

Wake Forest HighSchool Staff andAdministration

In the 2015-2016 schoolyear, the four yeargraduation rate at WakeForest High School will be90% or better.

In the 2012-2013 schoolyear, the four yeargraduation rate at WakeForest High School was86.2%.


Summary Sheet of Professional Development ActivitiesSchool: Wake Forest - Rolesville HSPlan Year 2014-2016School Year: 2015-2016

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:


Intervention Planning MatrixSchool: Wake Forest - Rolesville HSPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Student Identification

• Students will be identified for Tier 2Intervention through classroom teacherobservation and student performance onformative and summative assessments. • Rising 9th grade will be identified using 8thgrade state assessment results.

• Students will be identified for Tier 2Intervention through classroom teacherobservation and student performance onformative and summative assessments. • Rising 9th grade will be identified using 8thgrade state assessment results.

• Students will be identified throughclassroom teacher observation followed upby reporting concerns through PowerSchooland SIRS.

InterventionStructure

• Weekly structured remediation will beassigned to students through Cougar Time. Additional support will be available afterschool. • Response to Intervention Teams will meetwith parents and students to monitorprogress and determine if additional supportis needed to support student success.

• Weekly structured remediation will beassigned to students through Cougar Time. Additional support will be available afterschool. • Response to Intervention Teams will meetwith parents and students to monitorprogress and determine if additional supportis needed to support student success.

• Utilize ALC program for at-risk studentswith behavioral/academic needs.

Instruction

• At-risk students entering the 9th grade willbe scheduled to take Integrated Reading inthe fall and English I in the spring. • At-risk students entering the 10th gradewill be scheduled to take CompetencyReading in the fall and English II in the spring.• Students who receive services throughspecial programs and demonstrate a greaterneed for individualized reading instructionwill be scheduled into an ICR English class. • Curriculum Assistance is offered forstudents who receive special educationservices.

• At-risk students entering the 9th grade willbe scheduled to take Foundations of Math I inthe fall and Math I in the spring. • At-risk students entering the 10th gradewill be scheduled to take Foundations ofMath II in the fall and Math II in the spring. • At-risk students entering the 11th gradewill be scheduled to take Foundations ofMath III in the fall and Math III in the spring. • Students who receive services throughspecial programs and demonstrate a greaterneed for individualized reading instructionwill be scheduled into an ICR Math class. • Curriculum Assistance is offered forstudents who receive special educationservices.

• Increase staff communication regardingdiscipline procedures, tools etc.



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Reading Math Behavior

Assessment

• Formative, benchmark, and summativeassessments • CORE reading screenings• Language proficiency assessments• STAR reading assessments

• Formative, benchmark, and summativeassessments

• Attendance reports (class, Cougar Time,etc.)• Discipline reports (nature/frequency ofinfractions)

Curriculum/Resources

• Cougar Time • Pull-out remediation program• Grad Point• NCVPS• Web resources: Edmodo, Socrative,Blackboard, Study Island, WCPSS AcademicSupport

• Cougar Time • Pull-out remediation program• Grad Point• NCVPS• Web resources: Edmodo, Socrative,Blackboard, Study Island, WCPSS AcademicSupport

• PBIS strategies• ALC• Student recognition programs



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Reading Math BehaviorStudent IdentificationInterventionStructureInstructionAssessmentCurriculum/Resources

Documents

Comprehensive Needs Assessment School: Wake …...17 Samantha Pontrelli Teacher 18 Susan Tyson Instructional Support Personnel 19 Zachary Richards Teacher School Improvement Plan Mission,