School Improvement Plan - Charlotte-Mecklenburg Schools SIP 2014-2015.pdf2014-2015 CEEC School Improvement Plan Report 5 CEEC Assessment Data Snapshot Charlotte Engineering Early College

School Improvement Plan

2014-2015 2013-2014 through 2014-2015

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: September 26, 2014 Final Copy Due: October 24, 2014

2014-2015 CEEC School Improvement Plan Report

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CEEC Contact Information

School: Charlotte Engineering Early College

Courier Number: 567

Address:

9000 Robert Snyder Road Charlotte, NC 28267

Phone Number: 980-343-9898

Fax Number:

980-343-2517

Learning Community East

School Website: http://schools.cms.k12.nc.us/ceecHS/Pages

Principal: Will Leach

Learning Community Superintendent: Tonya Kales

CEEC 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 Name Email Address Date

Elected

Principal Will Leach [email protected]

Assistant Principal Representative N/A

Teacher Representative Gayle Scott [email protected] 9/12/2014

Teacher Representative Hannah Brooks [email protected] 9/12/2014

Inst. Support Representative Mary Towe [email protected] 9/12/2014

Teacher Assistant Representative N/A

Parent Representative Jamella Ewell [email protected] 9/18/14

Parent Representative Rachel Smith [email protected] 9/18/14

Parent Representative Amy Murray [email protected] 9/18/14

mailto:[email protected]








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Parent Representative Michael Green [email protected] 9/18/14

Parent Representative Valerie Edwards [email protected] 9/18/14

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Every student at CEEC will graduate ready for college, a career in engineering and life.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: To be an innovative community of learners in which all stakeholders use their minds well and care for one

another. We engage in challenging, personalized academics with a commitment to continuous improvement.

CEEC Shared Beliefs-Adapted from the Coalition of Essential Schools

Our central intellectual purpose is helping students use

their minds well.

A governing practical metaphor will be “student-as-worker,

teacher-as-coach”

Teaching and Learning will be documented by student

performance on real tasks

The tone of the school will be one of trust, challenge and

support

An essential body of knowledge and skills will be identified

for student mastery. Less is more, depth over coverage

CEEC goals aply to all students

CEEC will be highly personalized

The principal, staff and teachers will act as generalists first

and specialists second

Resources will be modest and therefore positioned toward

teaching and learning

CEEC will emphasize democratice, fair and equitable

practices




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CEEC SMART Goals

Provide a duty-free lunch period for every teacher on a daily basis.

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of

proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper

supervision of students may allow during regular student contact hours.

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of

bullying and harassing behaviors.

Achieve 80% proficiency, exceed expected growth and have no achievement gaps on the End-of Course Test in Math I

and Biology in 2014-15.

Students will complete two cross-curricular projects during the 2014-15 school year.


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CEEC Assessment Data Snapshot

Charlotte Engineering Early College

The 2014-15 school year is the first year of existence for the Charlotte Engineering Early College. We serve 100 ninth

grade students. For the 2014-15 school year, we will gain assessment information in the following areas:

99 students will take the Biology End-of-Course Test

44 students will take the Math I End-of-Course Test. 56 students completed Math I in middle school

100 students will take the NC Final Exam in English I

100 students will take the NC Final Exam in World History

100 students will take the NC Final Exam in Earth and Environmental Science

16 students will take the NC Final Exam in Foundations of Math 1

84 students will take the NC Final Exam in Math II

56 students will take the NC Final Exam in Math III

100 students will take the PLTW Exam in Introduction to Engineering Design


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CEEC Profile

In November of 2013, the Charlotte Mecklenburg Schools Board of Education approved an early college program that

would be located on the campus of The University of North Carolina at Charlotte. A design team make up of stakeholders

from CMS, UNC Charlotte, NC New Schools, NAF and the corporate community met throughout the 2013-14 school year

to plan and develop the program. The first principal was hired in March of 2014. The 9 other staff members were hired in

May of 2014. One hundred students were admitted to the Charlotte Engineering Early College via the CMS Student

Assignment process during the spring of 2014. Nearly 300 students applied for admission to the first cohort. CEEC will

admit 100 students each year of the program for a future capacity of 500.

Students will be enrolled in our program for five years. During the five-year program, students will complete 24 hours of

high school credits and have the opportunity to complete 60+ hours of transferrable college credit. The program of student

has a unique focus on preparing students for an engineering career. We are partnering with NC New Schools to establish

school that will be used as a regional site for professional development and school reform. A team from NC New Schools

provides design assistance, instructional coaching, leadership coaching and other professional development opportunities.

CEEC is also in a year of planning process with the National Academy Foundation (NAF) to become an Academy of

Engineering. Instructionally, we will aim to provide Project Based Learning and will follow the NC New Schools Common

Instructional Framework. We will participate in a variety of field trips, internships and work-based learning to provide a

well-rounded education for our students.


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2014-15 Student Demographics (as of 9/16/2014)

Total Grade

09

N % N %

School Total

Female 41 41.4 41 41.4

Male 58 58.6 58 58.6

Total 99 100.0 99 100.0

Race

African American Total 48 48.5 48 48.5

American Indian Total 9 9.1 9 9.1

Asian Total 2 2.0 2 2.0

More Than One Total 13 13.1 13 13.1

White Total 27 27.3 27 27.3

Ethnicity

Hispanic Total 20 20.2 20 20.2

Non-Hispanic Total 79 79.8 79 79.8


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EC Category

AIG Total 19 19.2 19 19.2

Non-EC Total 76 76.8 76 76.8

SWD Total 4 4.0 4 4.0

LEP Status

LEP Total 2 2.0 2 2.0

Non-LEP Total 97 98.0 97 98.0

McKinney Vento

No Total 99 100.0 99 100.0

504 Plan

No Total 93 93.9 93 93.9

Yes Total 6 6.1 6 6.1


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Strategic Plan Focus Area: School Safety

Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7

At/Above Grade Level in Math Grades 3-5

Successful completion of Math I in grade 9

Take and pass at least 1 AP/IB/Post-Secondary class & exam

Score 1550 on SAT or 22 on ACT

Data Used: CEEC Master Schedule

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

A component of the CEEC master schedule includes a Smart Lunch. Students have the opportunity to eat lunch in a teacher’s classroom and get assistance with their work.

The Science and Math teachers will not host Smart Lunch every day to allow for extra planning time.

The English, Social Studies and Engineering Teachers receive additional planning during the school day.

A schedule has been developed to notify

Will Leach/ Principal

Students will gain access to teachers during the school day for extra academic assistance.

N/A All CEEC Teachers

Aug. 2014-June 2015


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students which classrooms are open each day.


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and Cultural competence.

Strategic Plan Focus Area: High Engagement








Data Used: CEEC Master Schedule


Task

Task

Task (PD)




Personnel Involved


Interim Dates

All teachers during the 2014- 15 school year at CEEC are provided at least 75 minutes of duty-free instructional planning time each day.

English, SS and Engineering Teachers will have two 75 minute periods per day.

Science and Math teachers will have 75 minutes each day plus at least 30 extra

Leach/Principal Master Schedule Time each day for teachers to plan engaging instruction for students.

N/A Leach/ Principal

Aug. 2014-June 2015


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minutes during Smart Lunch.


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: School Safety








Data Used: National data related to school culture


Task

Task

Task (PD)




Personnel Involved


Interim Dates

Bully Liaison / Bully-prevention

Bully Prevention will be a major focus of the freshman seminar taught by our counselor each day.

Towe/ Counselor

Students will have access to their counselor at least once per week in a classroom setting.

N/A Towe/ Counselor

Aug. 2014-June 2015

Character Education

Character Education will be the primary focus of the counselor and CDC during the freshmen seminar block.

Create a Student-of-the-Month award.

Partner with the UNC Charlotte Center for STEM

Towe/ Counselor Osborne/CDC

Students will have weekly interaction with the counselor and CDC to discuss character education. Students will be recognized for their positive behavior. Students will have the opportunity to participate in

State 055 Funding

Towe/ Counselor Osborne/ CDC

Aug. 2014-June 2015


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Education to participate in a service learning project on campus.

a service learning project on the UNC Charlotte Campus.

School Health Team

CEEC will focus on student wellness during the 2014-15 school year. Our seminar course that meets every day will provide a focus on mental health and coping skills during the counselor’s portion of the seminar.

Towe/ Counselor

Students will have weekly access to their counselor who will cover a wide-range of topics related to mental health and coping skills

State 055 Funding

Towe/ Counselor

Aug. 2014-June 2015


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SMART Goal (4): Achieve 80% Proficiency, exceed expected growth and have no achievement gaps on the End-of Course Tests in Math I and Biology in 2014-15.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Strategic Plan Focus Area: Academic growth/high academic achievement








Data Used: EOG Data, EVAAS Data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

Develop quarterly assessments using School Net in Math I and Biology.

Attend School Net Training provided by CMS

Develop quarterly assessments in the Fall for Math I

Develop quarterly assessments in the Spring for Biology

Leach/Principal The use of the quarterly assessment data will allow us to modify instruction and provide opportunities for remediation/enrichment.

State 055 Funding

Leach/ Principal Scott/Math Teacher Brooks/ Biology Teacher

Sept. 2014-June 2015

Use EVAAS, EOG and other data to target specific groups of students to provide instruction

Leach/Principal Providing time outside of the classroom will enhance student learning.

State 055 Funding

Leach/ Principal

Oct. 2014-June 2015


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outside of the regular classroom.

EVAAS Data provided to teachers

SMART Lunch and Seminar Time will be utilized to provide enrichment opportunities.

Create a 90 Day Instructional Plan for the selected group of students.

Scott/Math Teacher Brooks/ Biology Teacher

Schedule a Foundations of Math I Course for students needing extra time to master the Math I curriculum.

Utilize EVAAS and EOG Info to create Foundations Course.

Use a proven pacing guide to ensure content is cohesive.

Leach/Principal Foundation of Math I allows for 180 days of instruction and will build a solid foundation.

State 055 Funding

Leach/ Principal

June 2014-Sept. 2014

Implement a Standards-Based Grading Plan in Math I and Biology to ensure that mastery in reached on all objectives.

Work with staff to develop and implement a standards-based, mastery grading plan to be implemented in all courses.

Leach/Principal Standards-Based Grading provided the framework so that students master course objectives.

State 055 Funding

Leach/ Principal

Sept. 2014-June 2015


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Develop processes and procedures for using the assessment information to reteach standards not mastered.

Visit other schools that utilize a standards-based grading system learn best practices.

Provide common planning and release time for the Math I and Biology Teacher to plan and share best practices.

Schedule 3rd Block planning for Math I and Biology Teacher.

Provide release days during the school year for planning, assessment creation and data review.

Explore the possibility of extended employment during the summer of 2015 for extended planning and data review.

Leach/Principal Common planning, release time and summer planning will allow for collaboration and sharing of best practices.

State 055 Funding

Leach/ Principal Scott/Math Teacher Brooks/ Biology Teacher

August 2014-August 2015


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SMART Goal (5): Students will complete two cross-curricular projects during the 2014-15 school year.

Strategic Plan Goal: Goal 6: Recruit, develop, retain and reward a premier workforce

Strategic Plan Focus Area: Individualized professional development








Data Used: PDP Information, Higher Order Thinking Research


Task

Task

Task (PD)




Personnel Involved


Interim Dates

Utilize the NC New Schools Instructional Coach to deliver preliminary professional development related to Project-Based Learning.

Meetings will occur during her regularly scheduled visits

Provide CEU credit for teachers completing the Project-Based Learning Training.

Leach/ Principal

Teachers will receive the training needed to implement Project-Based Learning in their classrooms. Student engagement will increase.

State 055 Funding via NC New Schools Contract

All CEEC Staff Leslie Eaves, NC New School Coach

Oct. 2014-June 2015


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Attended professional development offered by The Buck Institute, a nationally recognized leader in Project-Based Learning, during the 2014-15 school year.

Research when training is being offered by The Buck Institute.

Use 055 funds and utilize a “Train-the-Trainer” model at CEEC.

Purchase Project-Based Learning Resources for all teachers.

Leach/Principal Project-Based Learning has been is a research-based, proven method to increase student engagement and higher order thinking skills.

State 055 Funding

All CEEC Staff

Jan. 2015-June 2015

Plan and Implement two cross-curricular projects during the spring semester.

Lead Teacher will facilitate, with the assistance from our NC New Schools Instructional Coach, the plans for two cross-curricular projects.

Schedule release time for teachers to plan and develop a performance rubric.

Howard/Lead Teacher

Project-Based Learning has been is a research-based, proven method to increase student engagement and higher order thinking skills.

State 055 Funding

All CEEC Staff

Jan. 2015-June 2015


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.









Data Used: Prior EOG Data, EVAAS Data, School Net Formative Data


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Common assessments

Pre- and post- assessments created in School Net aligned to objectives.

Develop quarterly formative assessments in Math I and Biology.

Leach/Principal Completed pre and post assessments for Math I and Biology and baseline EOC scores.

School Funds for materials (if needed)

Leach Scott Brooks Howard

Oct. 2014-June 2015

2. Data disaggregation

Process of monitoring student achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)

Use daily and quarterly formative assessment data to provide remediation and

Leach/Principal Utilize the DDI Process and use assessment data to create and implement plan for remediation and intervention in Math I and Biology. Standards-Based, mastery grading plan will allow students multiple

School funds for materials (if needed)


Oct. 2014-June 2015


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intervention for all students.

Implement school-wide standards-based grading plan.

opportunities to master content.

3. Flexible grouping

Process of grouping students according to academic need by objective

Use School Net assessment information throughout the school year to group students in Math I and Biology according to mastery.

Leach/Principal Use information gained from data disaggregation to form flexible groups in Math I and Biology.



Oct. 2014-June 2015


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.









Data Used: Prior EOG Data, EVAAS Data, School Net Formative Data

4. Additional learning opportunities

Process of holding students accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 84%)

Standards Based Grading is being implemented for the 2014-15 school year.

Leach/Principal Students will have additional opportunities to master content.


All CEEC Staff

Sept. 2014-Oct. 2015

5. Late and make-up work

School expectations for holding students accountable for completing assignments

Expectations listed in school grading plan.

Leach/Principal Students will be held accountable for completing all assigned work. Our grading plan has expectations for late and make-up work.

N/A All CEEC Staff

Sept. 2014-Oct. 2015

6. Grade reporting

Set expectations for the timeliness of recording grades in PowerSchool (initial grades

and final grades after retest if

Leach/Principal Grading Plan lists requirements for posting grades. Power School access provided to all

N/A All CEEC Staff

Sept. 2014-Oct. 2015


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applicable)

Grades will be posted and updated at least once per week.

parents.

Charlotte Engineering Early College

Grading Plan 2014-15

Guiding Principles:

1. The purpose of grading is to assess students’ mastery of content, skills and learning.

2. Each teacher must use Power School and record grades at least once per week.

3. Students must follow school late work and make up work procedures. These procedures will be aligned to the CMS Board

Policy IKB-R:

a. A student who misses homework assignments and other assignments or due dates because of absences, whether excused

or unexcused, must be allowed to make up the work. Arrangements for completing the work should be made within five

school days of the student’s return to school. Arrangements should include a schedule for completion of the work. The

student must initiate the contact with the teacher. b. In all circumstances, homework and other assignments should be accepted, even when turned in after the designated

due. Credit for late work shall be awarded according to the following guidelines:

i. If the student was present in class on the due date, the work may be given less credit;

ii. If the student was not present in class on the due date because of an excused or code zero absence, full credit

must shall be given for the completed work;


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iii. If the student was not present in class on the due date because of an unexcused absence, the work may be given

less credit.

These procedures should be communicated clearly to students, parents, and all other school stakeholders.

4. Provide students with an opportunity to remediate and then demonstrate “proficiency” by retaking any formal assessment

scoring below an 84%. 2 retakes should be provided. If 84% mastery is reached, a student will not be allowed to retake/redo

the assessment.

5. Graded assignments should be aligned with content standards. Providing students extra credit or grades for bringing in canned

goods, classroom materials, parent signatures do not support student mastery of learning principles.

6. Assign projects that do not place an undue burden on students/families with limited financial resources (i.e., use of computer at

home and costly materials for projects).

7. Follow consequences for “cheating” as outlined in the CMS Code of Conduct.

8. Do not use grades in the form of punitive manner to address misbehavior.

9. Teachers should use pre and post assessments aligned with each standard (formal and informal).

10. Teachers should develop a process to monitor student achievement by standard in order to facilitate remediation/intervention

plans.

11. Teachers should develop a process of grouping students according to academic need by standard.

Standards-Based Grading

Standards Based Grading (SBG): A grading philosophy used to accurately reflect student understanding of the content. It’s a

“measuring stick of learning”. These measurements are then based on standards. Standards are the ideas that you expect students to

understand. Standards for courses are outlined in the Common Core and NC Essential Standards form the North Carolina Department

of Public Instruction. Student grades are based on performance of each standard/concept. These measurements allow students,

teachers, and parents to know the particular areas where improvement is needed.

7 Reasons for Standards-Based Grading

1. Grades should have meaning.

2. We need to challenge the Status Quo


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3. We can control grading practices

4. Standards-Based Grading reduces meaningless paperwork

5. It helps teachers adjust instruction

6. It teaches what quality looks like.

7. It’s a Launchpad for other education reforms.

ASCD

Standards-based grading uses a 4-point scale. It’s important not to think about percentages. The numbers are meant to represent the

different level of mastery, not a percentage of total points. A variety of different rubrics and assessments will be utilized based on the

content standard.

CEEC Levels of Mastery Rubric

Level 4-Distinguished

The student has completed proficient work on all course standards and advanced work on some standards.

Level 3-Mastery

The student has completed proficient work on all course standards.

Level 2-Developing

The student has completed proficient work on the most important standards, although not on all standards.

Level 1-Beginning

The student has completed proficient work on at least one-half of the course standards and is missing some important standards.

Level 0-No Basis


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The student has completed proficient work on fewer than one-half of the standards.

Power School Input

Levels of Mastery must be used to input letter grades in Power School. The following scale will be used to estimate grade calculations

in Power School. Extra credit and work may be used to increase the numerical score. Assisting other students with skill mastery may

also count at extra credit.

Level 4=96-A (Extra Points will be assigned for students helping other students achieve mastery.)

Level 3=89-B

Level 2=84-C

Level 1=74-D

Level 0=60-F


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Percentage Breakdown:

Class work/Informal Assessments/Homework

30% of quarter grade

Class work must include a variety of assignments

such as warm-ups, notebook checks, group work,

homework, in-class tasks, and class participation.

**Teachers must maintain a minimum of 16 class

work/informal/homework grades per quarter for

classes that meet daily.

Formal Assessments

70% of quarter grade

Formal assessments must include a variety of

assignments such as unit tests, major quizzes,

comprehensive writing assignments, and

projects.

**Teachers must maintain a minimum of 4

formal assessment grades per quarter for

classes that meet daily.

A. Final Exams will count as 25% of a student’s grade. Final exams include NC Final Exams, End-of-Course Tests and CTE

Exams.


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Homework is an important teaching and learning strategy.

A. Guidelines for Teachers

1. Homework is defined as any school work that is required to be done outside of the regular instructional day, and

includes assignments of short term and long term duration.

2. Homework assessment and grading procedures must be clearly defined at the beginning of a course and communicated

to students and parents.

3. Grades for homework should have a limited effect in determining a student’s final grade.

4. Each homework assignment should have clearly stated purposes and be an extension of class work.

5. Homework should be age appropriate in terms of content, activities, and length of assignment. See Section D below for

recommendations of average homework times.

6. Homework should be assigned with awareness of the home resources available to a student and the family.

7. All completed homework should be evaluated and returned to the student within a reasonable length of time.

8. Homework should not be assigned without adequate student preparation.

9. Homework shall not be assigned for disciplinary purposes.

10. A student who misses homework assignments or other assignments or due dates because of absences, whether excused

or unexcused, must be allowed to make up the work. Arrangements for completing the work should be made within five

school days of the student’s return to school. Arrangements should include a schedule for completion of the work.

a. For high school students, the student must initiate the contact with the teacher.

11. In all circumstances, homework and other assignments should be accepted, even when turned in after the designated due

date. Credit for late work shall be awarded according to the following guidelines:

a. If the student was present in class on the due date, the work may be given less credit;

b. If the student was not present in class on the due date because of an excused or code zero absence, full credit shall be

given for the completed work;

c. If the student was not present in class on the due date because of an unexcused absence, the work may be given less

credit.


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B. Responsibilities of Students

1. A student should ask questions in class if unsure of an assignment.

2. A student should complete homework in as neat and accurate a manner as possible.

3. A student should schedule study time so that projects and long term assignments are planned and completed over a

period of time.

4. A student should copy and take home assignments.

C. Promotion of Parent Involvement

Teachers should encourage parents to support their student’s homework by taking the following actions:

1. Promote a positive attitude toward homework.

2. Provide a consistent time and a suitable place for study.

3. Make resource materials available whenever possible.

4. Communicate to the teacher special circumstances that may affect the child’s ability to complete assignments.

D. Average Homework Time

Average homework times are suggested total time recommendations only and are not meant to be minimum or maximum times.

The time varies with the subject area, content matter, teacher, the student’s ability, and the complexity of the assigned task.

High School: 120-150 minutes per night (30 minutes per subject)

E. When an Exceptional Children student requires homework modifications as determined through the Individual Education

Program (IEP) team process, these modifications must be included in the student’s IEP and communicated to the student,

parent(s)/guardians, and teachers.


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CEEC- 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with 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 [required for all schools with grades 4-12]

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.


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Approval of Plan-Signatures on File

Committee Position Name Signature Date

Principal Will Leach

Assistant Principal Representative N/A

Teacher Representative Hannah Brooks

Teacher Representative Gayle Scott

Inst. Support Representative Mary Towe

Teacher Assistant Representative N/A

Parent Representative Michael Green

Parent Representative Jamella Ewell

Parent Representative Rachel Smith

Parent Representative Amy Murray

Parent Representative Valerie Edwards


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Quarter 2 Review


Principal

Assistant Principal Representative

Teacher Representative

Inst. Support Representative

Teacher Assistant Representative

Parent Representative






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Quarter 3 Review


Principal











35

Quarter 4 Review


Principal










Documents

School Improvement Plan - Charlotte-Mecklenburg Schools SIP 2014-2015.pdf2014-2015 CEEC School Improvement Plan Report 5 CEEC Assessment Data Snapshot Charlotte Engineering Early College