Triton High School
2016-2017 School Improvement Plan LEA or Charter Name & Number: School Name & Number: School Address: Plan Year(s): Date prepared: Principal Signature:
Local Board Approval Signature:
Harnett County Schools (#430) Triton High School (#378) 215 Maynard Lake Road Erwin, NC 28339 2016-2017 School Vote: 9/23/16 # Voted: 56 #Approved: 56 Earl Lee Mangum
Submitted on 9/26/2016
Typed Name
Approval Date
Mr. William H. Morris, BOE Chair Typed Name
Approval Date
Per G.S. 115C-105.27, Section 11(a) of S.L. 2013-226, our Safe Schools Plan is a non-public document.
School Improvement Plan
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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. District Goals for Harnett County Schools (Supports SBE Goal) Goal 1: Increase performance in all content areas through the use of Mr. Williams' K-12 District Non-Negotiables (as stated within the Harnett County Schools' 2013-15 Strategic Plan). 1- All student work will demonstrate that teachers connect standards to practice to assessment based on data analysis. 2- All student work will show evidence of rigor through a balance of real-world application, conceptual understanding, and fluent skills. 3- All student work will indicate that the needs of individual students are being met. 4- All student work will demonstrate both growth and proficiency; which will be communicated to parents.
Goal 2: Increase frequency and quality of writing in all content areas. Goal 3: Increase proficiency with 21st Century skills (increase attendance-students and staff; improve morale--positive student behavior and positive staff morale; increase seamless use of embedded technology; increase READY Accountability and School Report Card performance indicators). Goal 4: Goal 5: ----------
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Data Sources Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas. Examine data from such areas as: Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified needs. Number and percentage of teachers Non-HQT (www.ncreportcards.org Click on High Quality Teachers tab) End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results) End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results) School Report Card results: (www.ncreportcards.org) North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org ) North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf) Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments) Career and Technical Education Local Plan School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.org/research/discipline/reports) School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.org/research/dropout/reports) School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data) School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data) School Perception Information related to parent perceptions and parent needs including information about literacy and education levels (Locally maintained data) Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities Ready Schools Inventory/Ready Schools Plan (http://www.ncreadyschools.org) Special Education Continuous Improvement Plan Title I AYP (http://ayp.ncpublicschools.org) Healthy Active Children Initiative (http://www.nchealthyschools.org)
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School Vision and Mission Statements for Triton High School Vision: The vision of Triton High School is to produce globally competitive students who are equipped with 21st century skills. Misson: The mission of Triton High School is to create and maintain a safe, supportive, and collaborative learning community with a comprehensive system of support among all stakeholders that ensures the academic success of all students, as determined by local, state, and national assessments.
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School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position* Principal Assistant Principal Representative Teacher Representative Inst. Support Representative Teacher Assistant Representative Parent Representative Vocational and Technical Education Exceptional Children's Program English Technology Family and Consumer Science Fine Arts Foreign Language Mathematics Physical Education Science Social Studies Instructional Coach Student Representatives Media
School Improvement Plan
Name Earl Lee Mangum Catherine Jones, Ryan McNeill, LaTasha Cromwell Amy Almond, SIT Co-Chair Ashlyn Thompson Dawn Moody Shelia Maness, Wiley West Marie Rogers Brandi Bryant Kimberly Joyner, SIT Co-Chair Ruby Johnson Margaret Raynor Alisha Massengill Kelly McLamb Samantha Grimes Dana Davis Curtis Daughtry Marshall Jones Cindy Smith Taylor Gamblin, Jaliyah McBryde, Kendall Barbour Kathy Pope
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Mathematics I (Multiple Choice, NC Extend 1 and NC Extend 2) Group/ EOC
2014-15
2015-16
Percent of Students Achieving Performance Level
Percent of Students Achieving Performance Level
Level I
Level II
Level III
Level IV
Level V
Level I
Level II
Level III
Level IV
Level V
All---
-
-
-
-
<5
-
-
-
-
<5
Asian-
-
-
<5
-
<5
Black-
-
-
-
-
<5
-
-
-
-
<5
EDS---
-
-
-
-
<5
-
-
-
-
<5
Female
38.2
17.6
14.5
24.2
5.5
-
-
-
-
<5
Hispanic
-
-
-
-
<5
-
-
-
-
<5
Male--
-
-
-
-
<5
-
-
-
-
<5
SwD---
-
-
<5
<5
<5
-
-
-
<5
<5
White-
27.4
22.3
12.1
30.6
7.7
17.2
17.2
12.9
44.8
8.0
Summary of Findings Based on Student Performance: The Triton High School faculty and staff seen an improvement in the Math 1 EOC. The faculty and staff of Triton High School hope to see continued improvement in Math I scores based on the SIP goals, especially with the use of Success Maker.
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English II (Multiple Choice, NC Extend 1 and NC Extend 2) Group/ EOC
2014-15
2015-16
Percent of Students Achieving Performance Level
Percent of Students Achieving Performance Level
Level I
Level II
Level III
Level IV
Level V
Level I
Level II
Level III
Level IV
Level V
All---
-
-
-
-
<5
-
-
-
-
<5
Black-
-
-
-
-
<5
-
-
-
-
<5
EDS---
-
-
-
-
<5
-
-
-
-
<5
Female
-
-
-
-
<5
-
-
-
-
<5
Hispanic
-
-
<5
-
-
-
-
-
-
<5
Male--
-
-
-
-
<5
-
-
-
-
<5
SwD---
-
-
<5
<5
<5
-
-
<5
-
<5
White-
12.4
20.9
10.5
51.0
<5
11.8
26.1
9.8
44.4
7.8
Summary of Findings Based on Student Performance: The Triton High School faculty seen a decrease in performance in the English II EOC scores. The faculty has placed initiativeszX in places to meet the needs of students. The English II teachers are using the three week PLT cycle to modify instruction.
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Biology (Multiple Choice, NC Extend 1 and NC Extend 2) Group/ EOC
2014-15
2015-16
Percent of Students Achieving Performance Level
Percent of Students Achieving Performance Level
Level I
Level II
All---
34.4
Black-
Level III & IV
Average Score
Level I
Level II
32.6
145
29.8
25.5
-
-
22
-
-
EDS---
-
-
64
-
-
Female
-
-
68
28.0
25.5
Hispanic
31.9
41.7
19
-
-
Male--
33.2
31.3
77
31.5
25.6
SwD---
-
-
-
-
-
White-
23.2
28.1
99
15.0
20.9
Level III & IV
Summary of Findings Based on Student Performance: Triton High School has seen an increase in Biology scores. This could be attributed to the use of Apex Learning and other initiatives in place to help students.
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Average Score
Triton High School
Priority Goal #1 and Associated Strategies for Triton High School Area of Improvement and Supporting Data: To continue to improve ACT composite scores, as well as the individual section scores of math, reading, English, and science School Goal #1:
The Triton High School faculty will implement ACT strategies and an ACT practice test to increase ACT composite scores, as well as ensure that more students reach the college readiness standards in mathematics, science, reading, and English.
Supports this district goal:
X X X
Increase performance in all content areas through the use of Mr. Williams' K-12 District Non-Negotiables (as stated within the Harnett County Schools' 2013-15 Strategic Plan). 1- All student work will demonstrate that teachers connect standards to practice to assessment based on data analysis. Increase frequency and show quality of writing all content 2- All student work will evidence of in rigor through areas. a balance of real-world application, conceptual understanding, and fluent skills. 3- All student work will indicate that the needs of individual students are being met. Increase proficiency with 21st Century skills (increase attendance-students and staff; improve morale--positive student behavior and positive staff 4- All student work will demonstrate both growth and proficiency; which will be communicated to parents. morale; increase seamless use of embedded technology; increase READY Accountability and School Report Card performance indicators).
Target:
To show growth in the English, Mat, Reading, Science, and Writing subtest.
Indicator:
The ACT School Report we receive in May will help us to determine if we met this goal. We will also use EVAAS and the score reports from the ACT Mastery to determine if this goal was met. We will also use the NC Ready Data to determine if improvement was made from the 2015-2016 school eyar.
Milestone Date: May 2017
-Plan/DoStrategy #1:
The students will complete an ACT practice benchmark. This test will allow us to see as a faculty where our students are in regards to ACT questions. This test will help us identify the strengths and areas of improvement for our students. This test will be a full length practice ACT test, purchased from the vendor ACT Mastery. Action Steps
1
The ACT practice test, purchased from ACT Mastery, will be given in Fall 2015 to all juniors.
2
ACT Mastery will provide the data to Triton High School. The junior English teachers will receive the English scores, junior math teachers will receive the math scores, junior social studies teachers will receive the reading data, and the junior science teachers will receive the science data. These teachers will use this data to incorporate ACT instruction and strategies throughout their lessons and units of study.
3
The Triton High School ACT team will also have access to this data and will use to determine the best method of remediation, review, and extension exercises.
4
The faculty will be given an overview of the data, as well as the plan for review and remediation.
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Strategy #2:
The faculty of Triton High school will use support materials purchased from ACT Mastery daily in their classrooms to provide remediation and enrichment opportunities for students. Action Steps
1 2 3
Strategy #3:
We will continue to use support materials will be purchased from ACT Mastery, which includes bell ringer activities that will be incorporated in every classroom in the school. The week following the common formative assessment, the PLT analyzes the data and determines if the students have mastered the strategy covered. At the end of three weeks, the faculty will create a common formative assessment during their PLT. The PLT selects one questions that focuses on the ACT place on their common formative assessment. The ACT team will provide other opportunities for parents and students to become educated about the ACT. Action Steps
1
The ACT Team will continue to implement their ACT Parent Night, which informs parents of the test as well as strategies for the test.
2
The ACT Team will continue to implement the Junior ACT Blitz or presenter from ACT Mastery, which occurs the day before the actual ACT. The ACT Team reviews each section of the ACT and possible strategies for success. The ACT Team will use the data from the 2016-2017 School Report from ACT to determine students' growth and proficiency. This data will be used to determine what changes, if any, need to be made for continuous improvement. The students that took the PLAN test in the Spring 2016 that had a composite score of 17-19 are currently enrolled in the ACT class taught in the Fall 2015 to help improve their score to reach the College and Career Ready benchmark for each of the four areas.
3 4
Professional development - Identify the professional development required to successfully implement the strategies above. Staff Person or Group
Course Name/Title
Course Provider
Date Completed
ACT Team (Amy Almond, Cindy Smith, and ACT Presentations and Webinars Alisha Massengill)
ACT and Princeton Review
August 2013
Triton High School Faculty
ACT Mastery
ACT Team (Amy Almond, Cindy Smith, and Alisha Massengill) and principal, Chip Each month at faculty meetings Mangum
School Improvement Team
Overview of ACT data
ACT Team (Amy Almond, Cindy Smith, and Each month at School Improvement Team Alisha Massengill) meetings
How will we fund these strategies? How will we fund these strategies? Funding Source 1:
$5,000.00
Funding amount:
Funding Source 2:
Funding amount:
Funding Source 3:
Funding amount:
School Improvement Plan
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County Instructional Allotment
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Triton High School
Funding Source 4:
Funding amount:
Funding Source 5:
Funding amount: Total initiative funding:
----Check---What data will be used to determine whether the strategies were deployed with fidelity? The practice ACT test scores from ACT Mastery will be used to determine whether the strategies were deployed with fidelity. We will also use data collected from each PLT's common formative assessment. At the end of the school year, we will use the data from our school's report of the ACT test given in March. How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) We will use the 2016-2017ACT School Report to determine if progress has been met towards this goal. We will also use the growth composite on EVAAS. We will also use the Ready data for information regarding out subgroups. What do data show regarding the results of the implemented strategies? At this point, we are unable to determine if we have met our goal; however, based on discussions in our PLT templates, we can determine that teachers are implementing the ACT strategies in thier classrooms and we anticipate growth.
----Act---Based upon identified results, are any changes to current strategies anticipated? At this point, we do not see any anticipated changes.
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Priority Goal #2 and Associated Strategies for Triton High School Area of Improvement and Supporting Data: To monitor our freshman progress throughout the school year.. School Goal #2:
The Triton High School faculty will work collaboratively to ensure that all of our freshman students are successful and prepared to move on at the end of the school year.
Supports this district goal:
X X X
Increase performance in all content areas through the use of Mr. Williams' K-12 District Non-Negotiables (as stated within the Harnett County Schools' 2013-15 Strategic Plan). 1- All student work will demonstrate that teachers connect standards to practice to assessment based on data analysis. Increase frequency and show quality of writing all content 2- All student work will evidence of in rigor through areas. a balance of real-world application, conceptual understanding, and fluent skills. 3- All student work will indicate that the needs of individual students are being met. Increase proficiency with 21st Century skills (increase attendance-students and staff; improve morale--positive student behavior and positive staff 4- All student work will demonstrate both growth and proficiency; which will be communicated to parents. morale; increase seamless use of embedded technology; increase READY Accountability and School Report Card performance indicators).
Target:
Our target is that all Triton High School freshmen will be promoted to the 10th grade at the end of the 2016-2017 school year.
Indicator:
The promotion list at the end of the school year will indicate if students have been promoted or retained.
Milestone Date: June 2017
-Plan/DoStrategy #1:
The Freshman Focus Curriculum that last year was implemented for freshmen not enrolled in Honors English I will be integrated into courses where the topics are relative to the content area. The modules/skills listed below will be implemented in the appropriate content areas. Action Steps
1
High School Survival Skills-school rules, handbook overview, team ground rules and goals, team building, getting to know support staff
2
Building Relationships and Getting Involved-Building positive relationships with peers, understanding extra-curricular activities, building positive relationships with teachers
3
Making the Grade-Habits of Mind, study skills, note-taking skills, listening skills, core subjects (quick facts), public speaking, where to go for academic help
4
Global Perspectives-communication styles, personal values, empathy, culture
5
Exploration of Others-stereotyping, culture, race, and ethnicity, hate
6
The Crunch-goal setting, time management skills and plan, preparing for semester exams, test taking skills, GPA calculation and importance
7
Don’t Be a Bully-Personal strengths, bullying, cyber-bullying, healthy relationships, conflict resolutions and compromise
8
Leadership-characteristics of effective leaders, personal leadership strengths and weaknesses, what good leaders do, leadership opportunities in school
9
Wellness-Sexual decision-making, drinking and driving, internet safety, stress and anxiety, drug abuse
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Action Steps 10
The Future-Career exploration, virtual college visits, preparing for college applications, four year planning, financial literacy
Strategy #2:
Strategic Reading and Foundations of Common Core Mathematics are courses for students coming from middle school who, according to data, are not ready for the rigor of English I and/or Math I (formerly Algebra I). Action Steps
1
2
3
4 Strategy #3:
In the spring of their 8th grade year, students take the Gates MacGinitie reading assessment. This assessment measures vocabulary and reading comprehension and the score indicates the students reading level. Students who score two or more grade levels below their current grade level are considered for placement in Strategic Reading. Other indicators of the need for this course include the Lexile score, the Eight Grade EOG score, and teacher and parent recommendations. Triton High School has made a site-based decision to enroll ninth graders that struggled in 8th grade mathematics in a year-long math curriculum with Foundations of Common Core Mathematics during the fall semester, and Math I during the spring semester. Freshmen who took Math 1 I in the eighth grade go to Math II in their ninth grade year. Parents have the chance to opt their child out of Foundations of Common Core Mathematics and have them enrolled in Math I during the fall semester. SuccessMaker is a computer program for individualized instruction/intervention in reading and math. Students enrolled in Strategic Reading and/or Foundations of Common Core Mathematics are scheduled for SuccessMaker twice weekly for 40 minutes each time. Students take an initial placement diagnostic (on-line) which places them at the appropriate level for intervention and practice. Students progress through the program at their own pace, with teachers monitoring their participation. Progress is monitored by reports which show mastery and weaknesses in skills as well as time of participation. Strategic reading teacher previews vocabulary in World History and Earth and Environmental Science curriculum areas. Profession Learning Teams focused on student learning are active in all courses which are predominantly ninth grade. Action Steps
1
2 3 4
The Triton faculty is organized into twenty-one Professional Learning Teams which are course specific. PLT’s meet weekly in a three week cycle focuse on pacing, common formative assessments, and data analysis/intervention. PLT’s document their discussions using templates which keep them focuses on student learning. Templates of weekly meetings, common formative assessments, and data charts, analysis, and interventions are archived by the THS Curriculum and Instruction Coach. All PLT’s have a trained facilitator. PLT’s for freshman courses include Strategic Reading, English I, Foundations of Common Core Mathematics, Math I, World History, Healthful Living, Math II, Earth and Environmental Science, Spanish 1, Foods, and Health Sciences. All freshman area assigned faculty advisors who monitor adaptation to high school. (Freshman AP assigns each teacher 4-5 9th graders and provides them with the student's schedules; teacher check in monthly with each of their advisee; to build a rapport of assistance, support, and advocacy; advisors may assist and advocate for additional services through Peer Tutoring, Guidance, Social Workers, School nurse, student Advocate, etc.
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Professional development - Identify the professional development required to successfully implement the strategies above. Staff Person or Group
Course Name/Title
Course Provider
Date Completed
Strategic Reading and Foundations of Common Core Mathematics teachers and Administrators
Success Maker
Pearson
August 2016
PLT Facilitators
Training to facilitate effective PLT’s
Chip Mangum and Cindy Smith
August 2016
How will we fund these strategies? How will we fund these strategies? The Freshman Focus was paid by county funds. Since the Successmaker program was purchased in the 2013-2014 school year. The yearly successmaker maintenance fee and training of program administrator is paid by school funds.
Funding Source 1:
Funding amount:
Funding Source 2:
Funding amount:
Funding Source 3:
Funding amount:
Funding Source 4:
Funding amount:
Funding Source 5:
Funding amount: Total initiative funding:
----Check---What data will be used to determine whether the strategies were deployed with fidelity? Strategy #1-Common Formative Assessment Data from all PLT's is archived by PLT’s and the Curriculum and Instruction Coach . Interventions are monitored by the PLT. Strategy #2-The Form S Gates MacGinitie Assessment is given as a Mid-term assessment to show growth in Strategic Reading, and the Form T Gates MacGinitie Assessment is given as a Final assessment to measure growth. SuccessMaker is checked periodically by teachers and administrators. Strategy #3- Templates of weekly meetings, data, common formative assessments, and data charts, analysis, and interventions are archived by the THS Curriculum and Instruction Coach. Facilitators keep PLT’s focused on student learning. Successmaker data measures gain and upon completion of the fall semester students who have not met sufficient gain are scheduled into successmaker session throughout spring semester.
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How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) Strategy #1-Common Formative Assessments in all PLT's Strategy #2-Gates MacGinitie Form S and T as a benchmark (Form S) and a summative (Form T) Assessments of Learning. Foundations of Common Core Mathematics and Math I common formative assessments, Math I Benchmark assessment, and summative final MSL’s. Strategy #3-Each three weeks by the Curriculum and Instruction Coach, common formative assessments, North Carolina Final exams, and Math 1 EOC
What do data show regarding the results of the implemented strategies? Currently, the various data show that PLT’s, freshman teachers, and facilitators are working with best practices to implement the Essential Standards and Common Core Standards for every subject, to assess the objectives in each subject to determine mastery, and to analyze data in order to determine if students are learning and what interventions are needed. It is expected that summative assessments will provide data to measure the effectiveness of the Freshman Initiatives. The latest data from 2015-2016 shows improvement in Math 1 and biology as EOC's and the school met growth on the school report cards.
----Act---Based upon identified results, are any changes to current strategies anticipated? Based on the ongoing common formative assessments, teaching strategies are constantly changing, based on data discussions. Foundations of Common Core Mathematics and Math I summative assessment results will inform teachers of needed changes in pacing for 2016-2017. PLT focus will be aligned with anticipated needs and throughout the fall semester because of changes in the standards for Math 1. The administration of Triton High School is still studying the continuation of Successmaker during 2nd semester of the 2015-2016 school year, as an intervention/support for 9th graders still significantly behind in reading and/or math.
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Priority Goal #3 and Associated Strategies for Triton High School Area of Improvement and Supporting Data: The development of Professional Learning Teams School Goal #3:
To ensure consistent and effective Professional Learning Teams that are data driven and student oriented throughout Triton High School
Supports this district goal:
X X X
Increase performance in all content areas through the use of Mr. Williams' K-12 District Non-Negotiables (as stated within the Harnett County Schools' 2013-15 Strategic Plan). 1- All student work will demonstrate that teachers connect standards to practice to assessment based on data analysis. Increase frequency and show quality of writing all content 2- All student work will evidence of in rigor through areas. a balance of real-world application, conceptual understanding, and fluent skills. 3- All student work will indicate that the needs of individual students are being met. Increase proficiency with 21st Century skills (increase attendance-students and staff; improve morale--positive student behavior and positive staff 4- All student work will demonstrate both growth and proficiency; which will be communicated to parents. morale; increase seamless use of embedded technology; increase READY Accountability and School Report Card performance indicators).
Target:
Professional Learning Teams will meet weekly with specific goals set by administration. Each goal will focus on administering common formative assessments, collecting data regarding student achievement from those assessments, and applying reflection to analyze that data in order to set a basis for revisiting material within the classroom. Professional Learning Teams will target student success on a more individualized scale than before, where planning of instruction is not the only focus of the meetings. Revisiting of data not mastered by most students shall be identified through assessment data, and teachers shall collaborate and plan accordingly.
Indicator:
Student mastery of content should reflect in summative assessment data. EOC, MSL/Common Exams, VOCATS, ACT, and SAT scores should begin to reach progressively higher levels than in previous years when PLT's were not as organized and reflective. Administration will also use the data from the common formative Assessments and the PLT templates to identify those PLT's that need more assistance.
Milestone Date: June 2017 *This goal will be re-evaluated at the end of first semester to ensure that student success is met.
-Plan/DoStrategy #1:
Implement full-functioning PLT's in each subject area Action Steps
1
Administration and/or guiding faculty will attend PLT's to ensure required goals are being addressed as expected.
2
Weekly templates will be provided for each PLT. Week 1 template will focus on the Learning Focus lesson plan template. Week 2 template will focus on the creation of the common formative assessment. Week 3 template will focus on analyzing the data from the common formative assessments.
3
Departments/ Subject areas will be held accountable for turning in PLT templates by specific dates.
4
PLT templates will be regularly reviewed to ensure all teachers are meeting expectations.
5
The PLT members will be responsible for creating and compiling the data from the common formative assessments.
6
PLT members are encouraged to use common summative assessments as well to drive instruction.
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Action Steps 7
Physical Education, Arts, Foreign Language, and Advanced Placement courses will focus on Analyzing Student Work (ASW) assessment piece in their weekly PLT's.
8
Honors teachers of Triton High School will also focus on the Honors Portfolio Review process in their weekly PLT's
9
All teachers will create a syllabus for their course that meets the Harnett County policy for syllabi.
Strategy #2:
Consistency of fully-functioning PLT's. The administration will ensure that initiative Learning Focused is implemented with fidelity by the faculty of Triton High School. Action Steps
1
The above steps will consistently be held to the same high standard throughout the entirety of the school year.
2
Administration/faculty will continuously attend PLT meetings throughout the school year.
3
The PLT facilitator will remain in attendance at all PLT meetings to ensure commonality and uniformity
4
The administrators (Chip Mangum, Steve Matthews, Catherine Jones, and Steve McLean) and Cindy Smith will see approximately 17 teachers each week on a rotating schedule to ensure the Learning Focused strategies are being used by each classroom teacher.
Strategy #3:
Data will be used to analyze student achievement and needs throughout the school year. Action Steps
1
PLT's will collaborate regarding strategies used throughout the instruction of the content area.
2
Data from formative assessments will be compared and used to identify areas of concern as teachers follow pacing guidelines.
Professional development - Identify the professional development required to successfully implement the strategies above. Staff Person or Group
Course Name/Title
Course Provider
Date Completed
PLT Faciliators
PLT Planning Meeting
Chip Mangum and Cindy Smith
August 2015
PLT Facilitators meet with their PLT and set up the structure of the PLTs
First PLT Team Meeting
Facilitators for the PLT's
August 2015
PLT Facilitators
Review of PLT
Chip Mangum
Ongoing
School Improvement Plan
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How will we fund these strategies? How will we fund these strategies? These strategies are implemented by the faculty of Triton High School and will not require any special funding. Funding Source 1:
N/A
Funding amount:
Funding Source 2:
N/A
Funding amount:
Funding Source 3:
N/A
Funding amount:
Funding Source 4:
N/A
Funding amount:
Funding Source 5:
N/A
Funding amount: Total initiative funding:
----Check---What data will be used to determine whether the strategies were deployed with fidelity? Data will be given each week to Cindy Smith. Cindy will compile all the data from the Common Formative Assessments that were given in Week 2 of a three week cycle. This data will be used to develop and implement remediation and extension activities for students. How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) We will look at the data from common formative assessments and common summative assessments to determine what our students know and what they do not know before the students complete the EOC, Common Exam, and CTE exam. This data will show the importance of the PLT in regards to our curriculum and pacing. What do data show regarding the results of the implemented strategies? The data from the weekly templates shows that teachers are having the necessary discussions to improve student learning. Teachers are talking about remediation strategies, enrichment strategies, and curriculum alignment and pacing, in such a fashion to foster student growth and learning.
----Act---Based upon identified results, are any changes to current strategies anticipated? At this time we do not see any changes that need to occur with our strategies.
School Improvement Plan
18 of 20
10/18/16
Triton High School
Checklist of State-Required Ongoing Operational Activities All Schools Does this school: X Implement strategies for improving performance of all students? X Implement instructional practices designed to improve academic performance of students at-risk of academic failure or dropping out? X Plan use of staff development funds? X Plan for use of assessments to monitor student progress? X Provide daily duty-free lunch to teachers? X Provide at least five hours of planning time for teachers each week? X Implement strategies for involving parents and the community in the educational program? X Amend the School Improvement Plan when AYP is not met for two consecutive years when missing one or more targets in the same subject area? K-8 Schools Only Does this school: Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements? Any required components not included as part of a school’s 3-5 School Improvement Plan goals may be placed in an appendix.
School Improvement Plan
19 of 20
10/18/16
Triton High School
School-based Management and Accountability Program Summary of School-based Waiver Requests Program Years: 2016-2017 LEA or Charter School Name/Number: Harnett County Schools - 430
School Number(s) Triton High School
Request for Waiver 1. Please describe the waiver you are requesting. NA 2. Identify the law, regulation, or policy from which exemption is requested. NA 3. State how the waiver will be used. NA 4. State how this waiver helps achieve the specific performance goals identified in the School Improvement Plan. NA (Please duplicate this sheet as needed for additional waivers.)
Signature of Superintendent/Designee
School Improvement Plan
Date
20 of 20
10/18/16
