CMSS S HSCCHOOO OLL E TIIMMPPRROVVEEMMENNT … · CMS School Improvement Plan 2010-12 Mallard Creek High School 2010-11 3 . ASSESSMENT DATA SNAPSHOT – HIGH SCHOOL 2008-09

CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School:

Mallard Creek High School

Principal:

Dr. Kelly Gwaltney

Address:

3825 Johnston Oehler Rd.

Charlotte, NC 28269

Courier Number:

445

Phone:

980.343.1341

Learning Community:

Northeast

Area Superintendent: Scott Muri

CMS School Improvement Plan 2010-12 Mallard Creek High School 2010-11

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BELIEFS

• Individual Potential: Develop the academic, artistic, athletic, and leadership abilities and talents of each student.

• Character: Develop respect, responsibility, and integrity that inspire service

and leadership within the school community. • Partnerships: Develop strong relationships between community, students,

parents, and staff that support learning and growing. • Communication: Develop open communication between students, parents,

and staff. • Environment: Develop a culture that is safe and nurturing, celebrates diversity,

d t h l id

MISSION STATEMENT

District: Maximize academic achievement by every student in every school. School: Mallard Creek High Schools Mission is to prepare our students to succeed in a global society through a quality education.

VISION

Students graduate from Mallard Creek High School prepared to lead productive lives as contributing members of society.

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes: • Increase the % of students who score at or above proficiency (Level III - IV) as measured by the NC EOC Tests from 85.3% to 90%. • Increase the % of students in the lowest performing subgroup (LEP) who score at or above proficiency (Level IIII – IV) as measured by the

NC EOC tests from 61% to 63%. • Increase the opportunity for on site professional development for faculty/staff.


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ASSESSMENT DATA SNAPSHOT – HIGH SCHOOL

2008-09 2009-10 2010-11 (target)

ABC Perf.

Comp

AYP Growth Grad

Rate ABC Perf.

Comp

AYP Growth Grad

Rate ABC Perf.

Comp Growth Grad

Rate Reading Math Reading Math Part Perf Part Perf Part Perf Part Perf

All * 465 74% 442 89% Met 90.9% 86.4% 486 71.8% 485 88.9% Met 92% 90% Met 95%

AA 74.8 240 70% 223 83% Met 87.8% 83.5% 295 64.3% 292 86.1% Met 91.1% 87% Met 95% Asian 87.4 26 N/A 26 N/A N/A 92% 92.8% 25 N/A 27 N/A N/A >95% 96% Met >95%

H 72.2 35 N/A 33 N/A N/A >95% 77.6% 36 N/A 31 N/A N/A 93.5% 81% Met 95%

W 90.1 152 78% 149 95% Met 94.8% >95% 118 87% 118 >95% Met 92.1% >95% Met >95%

AI 57.1 N/A N/A N/A N/A N/A N/A >95% <5 N/A <5 N/A N/A N/A >95% Met N/A

MR 85.9 11 N/A 10 N/A N/A 87.5% 86% 16 N/A 16 N/A N/A >95% 90% Met >95%

LEP 61.1 17 N/A 10 N/A N/A 85% 63.3% 10 N/A 10 N/A N/A 94.1% 70% Met 96%

SWD 55.6 21 N/A 16 N/A N/A 81% 65.7% 29 N/A 29 N/A N/A 66.7% 71% Met 70%

ED 74.1 128 66% 119 86% Met N/A 80.9% 182 63% 180 84.9% Met N/A 85% Met 90%


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SCHOOL PROFILE

Mallard Creek High School is a comprehensive school that opened its doors on August 27, 2007. The school is located on a beautiful 24 acre campus in the University Area in Charlotte, North Carolina. It serves approximately 1900 students in a diverse student body of 31 %White, 54 % African-American and 15 % other (Asian, Hispanic, Indian and multi-racial). The State Board of Education has instituted the North Carolina Academic Scholars’ Program to encourage students to pursue a well-balanced, rigorous and challenging high school program. Students satisfactorily completing the course of study requirements as identified by the State Board of Education will be named North Carolina Academic Scholars and will have the seal of recognition affixed to their diplomas. This recognition will be designated on student transcripts. Advanced Placements Courses Include: English Language and English Literature, Calculus, Biology, Chemistry, Physics, U.S. History, U.S. Government, Statistics, Environmental Science, Psychology, Spanish, German, Latin Literature, French Literature, Spanish Literature, Music Theory and Studio Art. Honors Courses (Academically Gifted Program): Course content, pace and academic rigor place high expectations on Mallard Creek students and surpass the standards specified by the N.C.S.C. S. Such courses demand greater independence and responsibility. The courses provide credit needed to earn a high school diploma and require end-of –course tests where applicable. The state weighting system for grades adds the equivalent of one quality point to the grade earned. Such courses give our students greater independence and academic responsibility to achieve the demands at the collegiate level. Accreditation: Southern Association of Colleges and schools Class Schedule: Mallard Creek High School is on a block and modified block schedule. Classes meet every other day and daily for ninety minutes throughout the school year. The school is on a hybrid 4x4 scheduling model. Advanced Placement, Physical Education, Fine Arts, AVID, ROTC and English elective classes meet every other day following an A/B format. All 4x4 courses meet every day per semester. Academic Calendar: First quarter ends October 31. Second quarter and first semester ends January 22. Third quarter ends March 26 and forth quarter ends June10. Class Rank: Determined by Grade Point Average (GPA). The GPA will be computed as follows:

The number of quality points will be four times the number of A’s, plus three times the number of B’s, plus two times the number of C’s, plus the number of D’s plus the number of advanced credit courses passed. All students enrolled in advanced, honors, IB and AP courses will be eligible for additional quality points upon successful completion of the courses. Advanced credit courses are those courses that are defined as such in the Charlotte-Mecklenburg School High School Planning Guide 2008-2009. Advanced credit will be given for transfer courses when clearly indicated on the transcript.

GPA will be the number of quality points divided by the number of eligible courses. A true GPA includes all eligible courses taken. Courses taken during the school year and summer school will be included in the calculation of the GPA.

Credit can be given for a course only once, regardless of how many times the course is taken. Athletics: Mallard Creek High School offers a full range of competitive athletics to both boys and girls through tennis, golf, swimming, track and field, football, basketball, baseball, softball, volleyball, soccer, wrestling, cross country and cheerleading. Mallard Creek is a division 4-A school. All collegiate athletic offerings can be found at www.ncaa.org.


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Outcome (1):

Increase the % of students who score at or above proficiency (Level III - IV) as measured by the NC EOC Tests from 86.4% to 90%.

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community

Strategies • Task • Task

Point Person (title/name)

Evidence of Success Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Source

Parental Involvement

• Activity • Funding

Timeline End Date • ck date • ck date

Process Outcome

Example: 1. Differentiate instruction for each subgroup

• Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced and challenging for all students." Walk-throughs

Instructional (2) • Monitor • Evaluate

Differentiation • Faculty • PDC

Supply Material • None • PTSA

6-10-11 • 11-3-10 • 1-24-11 • 4-4-11

1. Implement School-Wide Policies

to Monitor Student Learning: • Grading Policy • Common Assessment Results • Data Wise • Honors Curriculum • Communication

Dept. Ch. Lead Teachers AP Principal

Common Planning, Develop Web Pages, Utilize Parent Assistant

SQR: 1.2, 1.3 Observations Data/Results, Web Pages available, Common Assessments, Data Analysis, Pacing Guide, Parent Assistant available

2- Instructional • Monitor • Evaluate

7-Micro Political Create shared leadership opportunities

Assessment Development/ Data Analysis • Faculty

PTSA: PD Funding

10-28-10 1-20-11 3-31-11 6-10-11

2. Implement School-Wide Academic

Support Systems: • EOC JAM • After-School Tutorials • Castle Learning • Inclusion classes in all core areas

Dept. Ch. AP Ford Melito

Dept Planning, Facilities Planning

SQR: 1.2, 1.4, 1.5 Observations Data/Results, Extended Day Plan, Castle Learning

2- Instructional • Monitor • Evaluate

Data Analysis • Faculty

PTSA: Communic. Support

10-28-10 1-20-11 3-31-11 6-10-11


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• Peer Tutoring Reports

3. Implement Research Based

Instructional Strategies (Best Practice) School-Wide that support NCSCOS:

• Active Engagement • Collaborative Activities • Critical Thinking

Gwaltney A. P.’s Dept. Chairs

Observation Schedule

SQR 3.3, 3.4, 3.6, 3.7, 3.9 Monitor Evaluations

2 -Instructional • Monitor • Analyze

4 – HR Lead • Prof Dev • Evaluate

Instructional Strategies

• Faculty • PDS

(UNCC Partnership)

• Academic Facilitator

10-28-10 1-20-11 3-31-11 6-10-11


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Outcome (2):

Increase the % of students in the lowest performing subgroup (LEP) who score at or above proficiency (Level IIII – IV) as measured by the NC EOC tests from 61% to 63%.






Source



Timeline End Date • ck date • ck date

Process Outcome

1. Implement Language Support

Programs for LEP Students: • Strategic Placement of Students &

Teachers • Castle Learning • EOC Jams • Teacher after school tutoring • Retesting to ensure mastery (after

additional instruction/tutoring) • Home Visits

Ross Admin

Placement: Students-Teachers Planning: Lesson/ Facilities

SQR: 3.1 3.2 Observations, Master Schedule, Lesson Plans

2 -Instructional • Monitor • Analyze

4 – HR Lead • Prof Dev • Evaluate

3 – Cultural • Monitor

ing

Collaboration, Instructional Strategies

• Faculty

PTSA

10-28-10 1-20-11 3-31-11 6-10-11


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Outcome (3):

Increase the opportunity for on site professional development for faculty/staff






Source



Timeline End Date • ck date • ck date Process Outcome

1.

1. Implement Monthly On-Site Professional Development: Literacy PD with Becky Graf

• UNCC Partnership – PD Site • PLCs • Discovery Education Training on

site

Principal / Gwaltney Dept. Chairs, Teachers, Graf,Bray

PD Schedule PLC Smart Goal docs My PD transcripts

SQR: 3.10, 3.11, 4.1, 4.3 Observations Lesson Plans Data/Results, MyPD Transcript, Self assessment

1-Strategic 2-Instructional 3-Cultural 5 - Managerial

100% of Teachers

In-house Funding

10-28-10 1-20-11 3-31-11 6-10-11


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Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Kelly W. Gwaltney

Name of school: Mallard Creek High School

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review.

Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form: • Please be evaluative, rather than descriptive, and make your focus outcomes for students. • Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent boys’ results in state math tests as shown in

annual report to the state”, “parents’ questionnaires from 2006”. • Be concise; (for example, use bullet points or note form). • Aim to confine your response to no more than eight pages. • Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality in response to the questions. • You are advised to complete section B last. This section is summative and draws on your evaluations elsewhere in the self-

evaluation report. • Please omit sections where you feel that you are not in a position to respond. How should evaluations be made?


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• You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.


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School Profile School name and number: Mallard Creek High School School address: 3825 Johnston Oehler Road School telephone number: 980-343-1341

#

%

Grades: 9-12 Number of students enrolled: 2066

Number of general education students: 1833 88.7 Number of EC students: 136 6.6

Number of LEP students: 97 4.7 Principal suspensions: 942

Superintendent suspensions: 4 Percentage of students eligible for Free or Reduced-Price

Lunch: 808 39

Ethnic make-up of the students (by percentage): Black 60.7

White 25.3

Asian 4.3

Hispanic 7.8

Am. Indian .2

Multi 1.6


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A. What is distinctive about your school?

Mallard Creek High School has been open for four years. It is a beautiful, new facility that serves the Mallard Creek Community. The student body of the school is culturally diverse and high functioning. Mallard Creek High School staff regularly communicates with each other to ensure best practices are in place across the building. All MCHS teachers following a consistent grading policy of 70% of a students’ grade is earned by assessments. PLC’s, DataWise, and Literacy are the three areas of focus to improve instruction at MCHS.

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? Our school had an overall proficiency of 86.4% and made high growth as measured by the NC EOC’s. MCHS made AYP as reported by NCLB.


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What are its notable strengths? The most notable strengths of MCHS are the use of the Data Wise Team to drive instructional improvements; the active parental support found in the PTSA, MCHS Athletic Booster Club, Theater Boosters, Band Boosters, and the Chorus Boosters; and the use of assessments as the primary component of student grading. All job-alike teaching teams have collaborative planning time embedded in the school day. These PLC teams have established norms and set goals to improve student learning. What are its main areas for improvement? The focus of improvements at MCHS for the 2010-2011 school year are increasing rigor in all courses, the use of the UNCC PDC model to focus professional development, and improving the proficiency of LEP students, the lowest performing sub-group at MCHS.

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? The Data Wise team meets at least twice a month to analyze data and plan for school improvements.


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In which subjects and grades do students do best, and why? English 9 and Algebra I are the subjects in which MCHS performed best last year. The proficiency was higher than expected and they made high growth. These two PLC teams posted the highest teacher effect scores in the school and had all members performing at high levels. Teacher collaboration regarding goals, content, instructional strategies and students has shown to impact student growth. In which subjects and grades is improvement needed, and what action is being taken? The areas of focus this year are Civics and Economics and Biology. The Academic Facilitator is working closely with the Biology PLC and Dean of Students with Civics and Economics. This work is centering around alignment, instruction practices, formative assessments, and data analysis within their PLC teams. Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? Yes. LEP is the lowest performing sub-group. This subgroup is the focus of Goal 2 of the SIP. How is the school addressing the specialized needs of EC and LEP students? MCHS promotes the inclusion model as the preferred mode of instruction for EC students. The use of BIP’s, PEP’s, targeted professional development, and a dedicated ESL teacher are all methods MCHS will employ for the 2010-2011 school year. How does the school use student performance data to take and adjust actions to improve student achievement? The Data Wise Team regularly analyzes available data for MCHS. The data is then used in collaborative meetings with core teachers to plan strategies to meet realized needs. How does your school allocate available resources to improve student learning and achievement?


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The master schedule was developed to implement and facilitate embedded common planning for all job-alike teachers.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? Overall school proficiency was 86.4% and the school made high growth as measured by the NC ABC’s. MCHS did make AYP as reported under NCLB. How is alignment with the NCSCOS ensured? Teachers at MCHS gear instruction toward daily objectives, common planning is utilized for teacher collaboration, and common assessments are given and analyzed by all job-alike teachers. How does the school ensure a broad range of learning experiences? The school offers many different course selections to allow students to choose rigorous and relevant learning experiences that meet their needs and interests.


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3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? The administrative team regularly completes walk-thru classroom visits, teacher observations, and holds regular administrative meetings to collaborate about the trends and observations. Instructional staff holds regular common planning sessions as documented by their team notes on the p:drive. Which are the strongest features of teaching and learning and why? The strongest features at MCHS are functioning PLC’s for all courses taught by more than one teacher, data analysis as part of school and classroom level planning, and embedded common planning for all job-alike teachers. These features are strong because they are part of the regular business of schooling at MCHS. What aspects of teaching and learning most need improvement and what action is being taken? The areas of focus are increasing the use of literacy strategies in classrooms and increasing rigor in all classrooms. Yearlong professional development is being implemented for all instructional staff. Plans for increasing rigor in honors classes have been developed and implemented for the 2010-2011 school year. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? Common assessments are given by job-alike teachers and analyzed during planning time. Teachers use relooping, retest, extended day, and Saturday school to provide options for students to improve their performance.


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4. How effective is the school in ensuring high quality leadership and management?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? MCHS has many opportunities to teachers to own a leadership role and part in school improvement. The New Teacher Evaluation Instrument has sparked an interest in teachers seeking leadership roles beyond the classroom. Which are the strongest aspects and why? Using lead teachers to lead the efforts for each job-alike course and using the Data Wise team to regularly analyze data and meet with teachers are the two strongest leadership aspects at MCHS. Providing teachers with the opportunity to lead improvements allows for collaboration of a collegial nature. What most needs improvement and what action is being taken? The role of department chairs in leading their discipline needs the most attention in the realm of leadership at MCHS currently. The department chairs are meeting with the administrative team regularly as a PLC to increase the functioning and responsibility of these teacher leaders.

5. How effective is the school in creating a high quality learning environment?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? The composite proficiency was 86.4% and the school made high growth as measured by the NC ABC’s.


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Which are the strongest aspects and why? The strengths of the MCHS learning environment are it is a safe and orderly school, the many supports that are in place for students, and teachers have and utilize common embedded planning with their job-alike peers. These factors working together promote a positive learning environment for students and staff. What most needs improvement and what action is being taken? Student engagement in learning and instruction is the area in need of improvement. The school has a partnership with UNCC PDS to allow for personalization in the professional development needs of teachers in the areas of literacy, rigor, and the use of technology.

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1

School Self-Evaluation: High quality (4) x Undeveloped (1) How do you know? The participation of parents with their student’s education is high at MCHS. Parent involvement here is evidenced by the leadership of the SLT, attendance at Open Houses, participation in PTSA and other organizations, high levels of parent teacher communication through emails, and the use of parent volunteers in the school daily.


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Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? The MCHS website, parent teacher emails, and the use of Parent Assist are the strongest pieces of communication in use at MCHS for 2010-2011. A survey of parents given by the SLT at the first open house showed the preferred method of communication with home is the school website. For the past two years, the survey has been administered and analyzed by the SLT to plan appropriately to serve the MCHS community. What most needs improvement and what action is being taken? Personalized communication regarding student individual needs is the area in need of the most improvement for communication. Teachers are reminded at every faculty meeting the need to communicate and the Intervention Team use are both major initiatives in place to meet this need at MCHS for 2010-2011. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? The SLT at MCHS has as many parent participants as staff members. The SLT has worked to develop a parent to parent mentoring program for the use of Parent Assist and how to communicate successfully with high school teachers. The PTSA is very well organized to utilize the various skills and interests of MCHS parents. The PTSA sends out regular bulletins, the board meets monthly and the membership meets quarterly. Regular planning, communication, and action takes place with the parents and staff. What needs improvement and what action is being taken? Increasing the number of involved parents is a priority at MCHS. Expanding the opportunities to be involved, communicating the activities planned by the PTSA, and holding regular open meetings are all actions being taken this school year.


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7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? (For example: principal recently appointed previous month)

School enrollment has increased by 200+ students since 2009. API was promoted to Principal of another school. That position has not been filled as of Oct. 29, 2010.


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Bullying Prevention Outcome: During the 2010-11 school year, the Bullying Prevention Task Force will promote anti-bullying initiatives and recommend school-wide policy changes and related procedures for systemic coordination and intervention.

Strategies/Rationale • Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School leadership training • School leadership is aware of CMS’s

district-wide plan, provided w/ the Safety and Respect for All BP manual, and provided with train-the-trainer materials.

Kelly Gwaltney (Principal) Sharon Bracey (BP Liaison)

School leadership will be prepared to lead BP efforts at their school.

Kelly Gwaltney (Principal) Sharon Bracey (BP Liaison)

Principal and AP will receive on-line training. Liaisons will attend group training.

TBD

2. School staff training • School leadership will provide

information to all teachers and support staff selected by principal regarding the district-wide program, school efforts and BP awareness.

Sharon Bracey (BP Liaison)

School staff will have an understanding of school’s BP efforts and expectations.

All school staff

8/18-Staff overview 11/03- Recap for new staff

3. Establish a BP taskforce • A taskforce is created to assist in the

implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.


A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Sharon Bracey (BP Liaison), William Houghton (PE ), Haley Carr (Social Studies), Christine White (English), Kenneth Bumgarner (CTE), Michelle Zelaya (World Languages), Kristin Soulier (Guidance), MCHS ECC students

BP liaisons will be provided with information on how to work with taskforce to promote and implement BP Plan.

11/03- Introduction

to staff

4. Review/Share policy of expectations and processes with students and parents

BP Task Force Students

Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

BP Task Force Students

BP Taskforce will share information with student with students on closed circuit TV.

11/01-11/05


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5.. Submit this form with final SIP plan • Copy of this form should be submitted to

[email protected]. Please include the name of your school.


BP SIP form is filled out with the names of all the stakeholders and information requested.

Please indicate here whether you are using the Safety and Respect for All manual, or describe what plan/strategy you are going to use.

10/29/10

6.. First semester Bullying-Prevention activities begin with Mix-It Up Day

• Mix-It up day is a national event to promote better relationships across all segments of the student population (and staff).

Michelle Zelaya (BP Task Force)

School environment is greatly improved when students have established at least some basic knowledge and communication with someone from a different background.

Michelle Zelaya (BP Task Force), MCHS Multicultural Club

www.mixitup.org

11/09/10

7. Second semester bullying-prevention activities begin

• Spring Observance of Mix-It Day • International Festival

BP Taskforce Discipline referrals related to bullying and school environment continues to improve. BP Liaisons meet to compare best practices and support.

Michelle Zelaya (BP Task Force), MCHS Multicultural Club

TBD

8. Completion of bullying-prevention activities for 2010-2011 including summary report of anti-bullying recommendations.

Principal & BP Taskforce

Schools will report on how effective BP efforts were through on-line survey and group gathering.


5/27/11

mailto:[email protected]�

http://www.mixitup.org/�


* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume. 1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

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School-Based Management and Accountability Program Summary of School-Based Waiver Requests for 2010-2012

LEA: Charlotte-Mecklenburg Schools LEA code: 600 School Codes

Request for Waivers

445 – Mallard Creek High School

1. Insert the waivers you are requesting.

Maximum Teaching Load and Maximum Class Size (grades 4-12) 2. Please identify the law, regulation or policy from which you are seeking an exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.

Documents

CMSS S HSCCHOOO OLL E TIIMMPPRROVVEEMMENNT … · CMS School Improvement Plan 2010-12 Mallard Creek High School 2010-11 3 . ASSESSMENT DATA SNAPSHOT – HIGH SCHOOL 2008-09