School Improvement Plan - Wayne School of Engineeringwse700.waynecountyschools.org/UserFiles/Servers/Serve… · Web viewMonitoring or Evidence Based Action that ... mastering Goal

Wayne School of EngineeringWayne County Public Schools

School Improvement Plan

School Improvement Plan2014 through 2016

Gary Hales700 N. Herman St.

Goldsboro, NC 27530

Template 1.1 Edit Date: 4/26/2012

District Improvement PlanGoals and Vision

State Board of Education Goals: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 Wayne County Public Schools (960)District Goal 1 –Wayne County Public Schools will produce globally competitive students.District Goal 2 – Wayne County Public Schools will be led by 21st Century professionals.District Goal 3 –Wayne County Public Schools students will be healthy and responsible.District Goal 4 –Leadership will guide innovation in Wayne County Public Schools.District Goal 5 – Wayne County Public Schools will be governed and supported by 21st Century systems.

Goals for Wayne School of Engineering 700School Goal 1 –Wayne School of Engineering survey results will show that we provide a safe and orderly environment which promotes healthy, responsible students.School Goal 2 – 100% of Wayne School of Engineering teachers will work towards analyzing and utilizing data to inform and instruct students.School Goal 3 – In order to strengthen instructional practices, 100% of Wayne School of Engineering teachers will conduct classroom observations (rounds), share best practices, participate in lesson tuning and investigate the use and implementation of Google classroom.School Goal 4 – Wayne School of Engineering will increase our ACT college readiness percentage by 5% each year.School Goal 5 – Wayne School of Engineering will increase upper level math proficiency by 10% and each teacher will show growth using EVAAS data.

School Improvement Plan - Page 2 of 34

District Mission Statement for Wayne County Public Schools (960)Mission: Wayne County Public Schools holds high expectations for all students by collaborating with parents and the community to provide individualized support.

Mission Statement for Wayne School of Engineering (700)Mission: Wayne School of Engineering will provide a caring, supportive environment with rigorous inquiry based academics, focusing on real-world applications to produce citizens ready to achieve success in the 21st century.

Vision and Beliefs Statement for Wayne School of Engineering (700)Vision:Cultivation, Personalization, InnovationEvery Student, Every Day!

Beliefs:We Believe:

All students will achieve academically without tracking. College preparedness is for all students. Communication through collaboration is vital. Relevant subject matter breeds global habits of mind. Education includes opportunities and experiences beyond the classroom. A nurturing environment enhances the educational experience.


District Vision and Beliefs Statement for Wayne County Public Schools (960)Vision:The Wayne County Public Schools provides an exemplary education for all students in a globally competitive 21st Century environment.

Beliefs:

* The education of children is a priority and is the responsibility of the entire community.

* Education is a sound investment for society and a key to ending the cycle of poverty.

* Understanding and respecting cultural diversity enriches the learning environment.

* All students deserve a quality education.

* Learning is a lifelong process.


Cover Sheet – Wayne County Public Schools

LEA or Charter Name/Number: Wayne County Public Schools - 960School Name/Number: Wayne School of Engineering - 700School Address: 700 N. Herman St., Goldsboro, NC 27530Plan Year(s): 2014-2016

School Improvement Team Membership

Committee Position NamePrincipal Gary HalesTeacher Representative Austin KestlerTeacher Representative Tony BlairTeacher Representative Allyson DalyTeacher Representative Julie HeathTeacher Representative Catherine SuttonSupport Staff Representative Debbie RoseSchool Counseling Representative Gina Sutton

Parent RepresentativeParent Advisory Council-Presented and accepted on 9/15/15

Percentage of Staff Approval: 100 %

Principal Signature: Gary Hales 9/22/15

Local Board Approval Date:Date


Executive Summary –Wayne School of Engineering

Synopsis of School Demographics

Wayne School of Engineering is committed to providing a high quality education to students of all academic levels. By embodying high expectations and providing heterogeneous classroom environments, we feel we can motivate all students to achieve.

Student Performance Data

Wayne School of Engineering students and teachers met growth in each tested areas, grades 6-12, except in Grade 6 Reading and Math I.

o Grade 6 Reading exceeded growtho Math I did not meet growth

We have shown progress in Math I with 80% proficiency, but are still working to improve growth, especially with kids in the lowest range.

Wayne School of Engineering met 100% of federal goals and 96.2% of state goals. Wayne School of Engineering had a 98.7% graduation rate.

Student Demographic Data

Asian or Pacific Islander 2.4%American Indian or Alaskan Native 0%Black (Non-Hispanic) 15.6%Hispanic 9.9%Multiracial 3.8%White (Non-Hispanic) 68.1%

Asian or Pacific IslanderAmerican Indian or Alaskan NativeBlack (Non-Hispanic)HispanicMultiracialWhite (Non-Hispanic)


Community Demographic Data

Wayne School of Engineering is very unique in that our community encompasses the entire county of Wayne. We are working to provide our students with a one of a kind educational experience that provides relevant, rigorous coursework and one that blends community and educational experiences.

School Characteristics

Wayne School of Engineering (WSE) is considered a redesigned school as it is located on the campus of Goldsboro High School. We have been able to provide students with an autonomous educational environment while also providing an open athletic environment which allows our students in the middle school the opportunity to participate in athletics through WSE and high school students with the opportunity to participate in high school athletics with Goldsboro High School students. We value a school culture which places high value on positive staff to student, staff to staff, and student to student relationships. It is important each student has someone he or she can identify with and lean on when times get hard. We encourage students to care for one another, and we promote this atmosphere every day each year.

Stakeholders Perspective on the Quality of Education

The quality of education offered at Wayne School of Engineering is held in high esteem by all stakeholders, which includes parents, students, school faculty and staff, and the community at large. Diversity is an asset and the incorporation of different points of view within lessons is valuable in broadening student understanding. Collaboration amongst staff and students also assists as each are more inclined to work with others whose ideas are much different than their own. The results are students and graduates who can think critically and deeply about issues, problem solve, and apply the necessary skills to be successful in the world outside of school.


Data Summary Analysis – Wayne School of Engineering

What does the analysis tell you about your school’s strengths? Consider data sources such as state testing data, annual measurable objectives, student growth data, stakeholder survey data, discipline, attendance, etc. (Add Charts and Graphs)We are continuing our move in the right direction as we have shown growth in each area listed.

What does the analysis tell you about your school’s gaps or opportunities for improvement? Consider data sources such as state testing data, annual measurable objectives, student growth data, stakeholder survey data, discipline, attendance, etc. (Add Charts and Graphs)We need to continue our focus on upper level math courses and with regards to ACT/SAT Testing. ACT Test proficiency results did improve 12% points, but is an area we will continue to focus.

Based upon the analysis conducted, what 3 top priorities emerge for the school? (Add charts and Graphs)Upper level math performanceGrowth with all levels of studentsACT/SAT Performance


Priority Goal 1 and Associated Strategies

School Goal 1: Wayne School of Engineering survey results will show that we provide a safe and orderly environment which promotes healthy, responsible students.

Supports this District Goal:

Wayne County Public Schools students will be healthy and responsible.

Assigned Implementation Team:

Gary Hales, TJ Lancaster, Davis Harris, Jonathan Burke, Sula Teachey , Debbie Rose, Jennifer Fontine, Diane Coley

Goal 1 Improvement Strategies

Strategy 1: Increase staff, student, and community awareness/engagement for school safety issues, needs, and concerns; as well as, clarify and communicate district- and school-level policies and procedures pertaining to identified areas.

Action steps: Timeline: Status:Complete all requirements for the CIRC (Black Box) Ongoing through

2015-2016 school year.

In Progress

Create a Crisis Plan utilizing School Safety Components Template

Ongoing through 2015-2016 school year.

In Progress

Participate in district and site professional development focusing on emergency response.


In Progress

Strategy 2: Staff members at Wayne School of Engineering will be well-equipped to provide a safe and orderly environment.Action steps: Timeline: Status:Conduct Deborah Greenblatt staff development concerning possible restraint.

Scheduled

Conduct staff development on Bloodborne Pathogens.

Completed 8/12/2015

Conduct Epipen training for entire staff. Completed 8/12/2015Conduct training on bullying/harrassing behaviors. ScheduledSafety committee meets monthly. Ongoing through


In Progress

Evacuation routes posted for fire and tornado drills. Ongoing through 2015-2016 school

In Progress


year.First responders have up to date training on CPR, first aid, Epipen and diabetic response.

Completed 8/21/15

Practice Lockdown procedures through practice drills.

Scheduled In Progress

Because of school construction, new routes to lunch, student parking, and after school traffic patterns have had to be adjusted.

Ongoing through 2015-2016 school year

In Progress

Strategy 3: Students at Wayne School of Engineering will receive appropriate supports to encourage and maintain a safe and orderly environment.Action steps: Timeline: Status:Counseling and teacher mediation will be provided for students


In Progress

8th grade students and select high school students who have not had training on CPR will receive it.

Spring 2015 Scheduled

Student government elections for grades 6-13 to be held. Function is to serve as liaison for students to principal.


In Progress

Grade level specific advisory will be held weekly. Ongoing through 2015-2016 school year.

In Progress

Celebrations to be held each nine weeks to celebrate student successes.


In Progress

Rewards provided to grade level with least amount of discipline and highest academic performance each nine weeks.


In Progress

What data will be used to determine whether the strategies were deployed with fidelity?

Measure Jan June Jan JuneNumber of Referrals100% of Teachers Completed Professional Development

What are the artifacts used to document the strategies and action steps?

Sign-in Sheets for Trainings Evacuation routes posted in classrooms Safety Committee Meeting Minutes


Advisory Curriculum Professional Development Minutes Student Government List

What does data show regarding the results of the implemented strategies?

2014-2015 Discipline data and previous surveys reflect a feeling of safety in the WSE environment.

The majority of referrals are tardies. Good attendance at both staff and department PLCs has prepared staff to handle

emergency situations (for example, blood borne pathogen training, Epi pen training, etc.). Advisory and advisory council allows the sharing of information with staff, students, and

parents. 18 discipline referrals for the year. Student government was elected and meets with principal to disseminate information. PLCs used to conduct safety and emergency training to ensure staff knowledge. Advisory curriculum focused on student successes and nourishment of positive school

culture is ongoing.

2015-2016

One necessary change is regarding the traffic pattern of students as a result of construction. Foot traffic, student parking, and afternoon traffic patterns have had to be adjusted.



School Goal 2: 100% of Wayne School of Engineering teachers will work towards analyzing and utilizing data to inform and instruct students.


Wayne County Public Schools will produce globally competitive students.


Allyson Daly, Jesse Pittard, Susan Randolph, Katherine Hobbs, Laura Taylor, Donna Lawhorne


Strategy 1: WCPS data pools will be used throughout the instructional process as a mechanism for planning and adapting instruction.Action steps: Timeline: Status:Coaching conducted by Teacher-Leaders and Administrators during PLCs to create, revise, and implement weekly and daily plans.


In Progress

Conferencing with students to create individual goals, as well as track student progress and mastery.


In Progress

Monitoring or Evidence Based Action that reflects and tracks instructional program or practice revision, as well as success of adaptation.


In Progress

Instructional coach provided by NCNS will be conducting five professional development sessions and 10 visits specifically geared toward the topic of designing for learning and using classroom evidence to inform.


In Progress

Strategy 2: Wayne School of Engineering data pools will be used throughout the instructional process as a mechanism for planning and adapting instruction.Action steps: Timeline: Status:Weekly departmental assessment meetings. Ongoing through


In Progress

Use of formative assessment to provide timely adaptation of instruction.


In Progress

Use of summative assessment to refine current progression and long term instruction and

Ongoing through 2015-2016 school

In Progress


planning. year.Open communication with EC specialist to address specific student needs.


In Progress

EC specialist and school counselor provide small group instruction to assist areas of need as determined by classroom data.


In Progress


Measure Jan June Jan JuneEVAAS growth data with subgroups

Individual Student Progress% of Teacher using classroom data logs


Exceptional Children’s Log of meetings with parents and students Professional Learning Committee Minutes PEP Logs Lesson Tuning Plans Writing Portfolios ACT Training


2014-2015

WSE has made substantial progress towards mastering Goal 2 of the school Improvement Plan for the 2015-2016 school year. Specifically, teacher leaders have taken an active role in coaching teammates in weekly PLC meetings and administration has provided adequate time and resources to assist in the implementation of data pools. Teachers are using formative assessments to tailor instruction to meet the needs of students and summative assessments to refine short term and long term planning. Open communication throughout departments continues to strength for our staff and students.


2015-2016

Further refinement on our Wednesday student assessment meetings has been made to make sure formative and summative assessments are being used to benchmark progress on curriculum standards. We are also working to address our EC population to improve the performance composite (44.7% CCR and 55.3% GLP) through intense intervention, which includes, but not limited to, small group study sessions and inclusion teaching.



School Goal 3: In order to strengthen instructional practices, 100% of Wayne School of Engineering teachers will conduct classroom observations (rounds), share best practices, participate in lesson tuning and investigate the use and implementation of Google classroom.


Wayne County Public Schools will be led by 21st Century professionals.


Julie Brown, Julie Heath, Laura King, Tony Blair, Lisa Duchesne, Jonathan Penailillo


Strategy 1: Teachers at Wayne School of Engineering will receive training to increase the effectiveness of observations and tuning. Through the sharing and implementation of best practices.Action steps: Timeline: Status:Teachers will continue to receive training on the common instructional framework provided by NCNSP.


In Progress

Teachers will have access to a part-time instructional coach through NCNSP.


In Progress

Participation in Critical Friends Protocols through-out year will support instruction.


In Progress

Teachers will be responsible for performing one round each nine weeks using the AdvancED Effective Learning Environments Observation Tool. (Sections __B______ and ____E_____)


In Progress

Google classroom will be introduced as a tool to benefit student/teacher interaction and feedback.


In Progress

Strategy 2: Teachers at Wayne School of Engineering will be empowered to take leadership roles within the school and within the greater professional community.Action steps: Timeline: Status:Teachers will share best practices with the whole group and departmental PLC’s.


In Progress

Teachers will present professional development Ongoing through In Progress


during LLI visits throughout the year. 2015-2016 school year.

Teachers will be provided opportunities to present to groups outside of the school.


In Progress

Strategy 3: Implement personalized professional development activities and resources, based on current research and selected by the needs of staff that are aligned to digital competencies for educators and focus on current products available in the district for the 2015-2016 school year.Action steps: Timeline: Status:Google classroom will be introduced as a tool to benefit student/teacher interaction and feedback.


In Progress

Map/Outline the lesson or course to place online and collect resources.


In Progress

Layout lesson or course, create assignments and upload resources and materials.


In Progress

Add apps and link to Google for collaboration and assignments.


In Progress

Create assessments and evaluations for use in online instruction.


In Progress

Use Google classroom with students. Ongoing through 2015-2016 school year.

In Progress


Measure Jan June Jan June100% of PLC’s will provide meeting minutes100% of teachers will observe peers using ELEOT form



Protocols utilized in departmental meetings DODEA grant Summer Externships Teacher presentations Instructional coach agendas/packets Use of ELEOT form for Rounds LLI Agendas Conferences


2014-2015 Data shows an ongoing professional environment, which requires teachers to

collaborate daily, whether departmental or whole group PLCs. Continuous utilization of protocols within departmental meetings to keep meetings

structured and in focus. Daily use of technology purchased with DODEA grant. Teacher presentations during LLI visits. Implementation of professional development strategies introduced by instructional

coach. Implementation of curriculum and learning strategies gleaned from teacher

externship experiences. Implementation and sustained use of CIF strategies. Modification of lessons based on ELEOT feedback.

2015-2016

As we look to improve upon our practices through the sharing of ideas in our professional learning community, we also want to improve our understanding and use of the technological tools available to us. As a staff, we must continue to improve our knowledge of these technological tools in order to continue to meet students where they are.



School Goal 4: Wayne School of Engineering will increase our ACT college readiness percentage by 5% each year.




Austin Kestler, Sandy Brannan, Bethany Stewart, Sherry O’Sullivan, Gina Sutton


Strategy 1: Increase teacher and student awareness of ACT test taking strategies and skills, as well as provide rigorous classroom instruction.Action steps: Timeline: Status:Select teachers received training on ACT strategies. July 2014 CompletedTeachers who attended training will train peers throughout year


In Progress

Implement test taking strategies in all high school classes.


In Progress

Implement time constraints on class assignments. Ongoing through 2015-2016 school year.

In Progress

Train staff on The Literacy Design Collaborative which will ultimately increase the rigor of our written assignments.


In Progress

The English department has focused more attention on word roots at all levels, grade 6-12.


In Progress


Measure Jan June Jan June5% increase ACT Plan Scores5% increase ACT Scores



Departmental Meeting Minutes Lesson Plans showing use of ACT Warm-ups Student Evaluated Essays based on ACT criteria Literacy Design Collaborative artifacts Rubrics with Time Constraints


2014-2015

Based on test scores from the ACT Plan for 10th graders, data shows an increase in scores in the 10th grade PLAN. All scores are up by at least 1 point in tested areas. Reading is up by 2 points. We are seeing an increase in mathematics which further boosts Goal 5.

Further data needed to compare 11th and 8th grade results

We are collecting further data from teacher lessons and rubrics as well as collecting feedback from LDC.

ACT material is available in Mrs. Brannan’s room for any interested teachers.

2015-2016

We are currently having conversations about the possibility of offering an ACT/SAT preparatory course to our juniors and seniors. We want to provide them with a comprehensive program to which they can work to improve individual scores. This course would be taught through a co-teaching model with our English and Math Departments.



School Goal 5: Wayne School of Engineering will increase upper level math proficiency by 10% and increase growth each year.




Mary Katherine Hackmann, Emily Burke, Mary Ellen Hood, Stephen Frederick, Catherine Sutton, Donna Mooring


Strategy 1: Increase student ability to read, analyze, and understand multi-step problems.

Action steps: Timeline: Status:Math department has created a schedule of focused professional development for first few months.


In Progress

Create or locate a process to use that will walk students through solving multi-step problems.


In Progress

Teachers will share best practices. Ongoing through 2015-2016 school year.

In Progress

Utilize centers/stations to differentiate learning at all levels.


In Progress

A peer-tutoring program is also being implemented in the mornings to provided students with assistance.


In Progress

Strategy 2: Create a seamless math program for students at Wayne School of Engineering.

Action steps: Timeline: Status:Utilize computer programs, centers or station work to accelerate learning for those able to advance.


In Progress

Teachers share best practices in and out of department meetings.


In Progress

Work to provide, maintain and sustain an Ongoing through In Progress


understanding of vertical and horizontal alignment across grade levels and courses.



Measure Jan June Jan June% of teachers using and analyzing formative student data% of teachers analyzing summative dataGrowth on tests, EOC/EOG


Departmental Meeting Minutes Math Department Action Plan Teacher Lesson Plans Assessments using Question Banks


2014-2015

Math I scores from 1st semester show an increase of 14.6% in student proficiency over last year’s results. Two classes have to take Math I EOC at the end of 2nd semester. Ending proficiency numbers were 80%.

1st semester Math III students showed a 2.57 increase in the number of correct questions on exam. 2nd semester

1st semester AFM students showed a 0.07 increase in the number of correct questions on exam.

1st semester Pre-Cal students showed a 1.3 decrease in the number of correct questions on exam.

2015-2016

The math department has a challenge of remediating while accelerating. In order to achieve this, innovative approaches to instruction must be utilized to achieve growth in both the higher and lower level math students. In addition to the use of centers and stations, a whole school peer- tutoring program is being implemented to provide students with assistance when needed.


We also noticed a slight decrease in upper level math performance from first semester in AFM and Pre-Calculus and a slight increase in Math III based on the previous year’s data.

Strategies for Providing Duty-Free Times

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan to provide a duty-free lunch period for every teacher on a daily basis or as otherwise approved by the school improvement team; and shall include a plan to provide duty-free instructional planning time for every teacher under G.S. 115C-301.1, with the goal of providing an average of at least five hours of planning time per week.

Teachers rotate lunch duty every 3 weeks (Two teachers on duty each week). Teachers are provided two planning periods, one for team and one for individual.

At-Risk Students One to one tutoring provided by teachers or students PEP’s are developed for students who have a grade of 69 or below In Math, students who attend a tutoring session can retake quiz or test Smaller class size Personalized schedules Standards Based Grading in Math II and Math III courses. Math Peer Tutoring offered


Professional Development Plan

Professional Development

Activity

Date SIP/District Goal

Targeted Participants

State Conference/District-

wide/In- school

Fund Source

EstimatedAmount

Teacher Evaluation Orientation

8/3/15 Teachers In-School N/A N/A

Bloodborne Pathogen Training

8/12/15 Safety Staff In-School N/A N/A

Epipen Training for Whole Staff

8/12/15 Safety Staff In-School N/A N/A

Deborah Greenblatt

Training

Scheduled Safety Staff In-School N/A N/A

Common Instructional Framework

10/8/15 Goals 3, 4, and 5

Teachers In-School N/A N/A

New Teacher Institute

9/21 and 9/22/15

Goal 3, 4, and 5

Two Teachers

new to WSE

Conference General $400

Literacy Design

Collaborative

Ongoing Goal 4 Teachers In-School N/A N/A

Critical Friends Training


Content Related PD

through New Schools

Ongoing Goal 3, 4. 5 Teachers NC New Schools General $400

ACT Training Ongoing Goal 4 Teachers In-School N/A N/AAdvisory Training


Google Classroom



12-13 13-14(CCR) 13-14 14-15 (CCR) 14-156th Grade Reading 75.8 80.3 84.8 77.6 89.67th Grade Reading N/A 80.6 92.5 71.2 80.38th Grade Reading 74.2 89.46th Grade Math 65.2 72.7 75.8 65.7 73.17th Grade Math N/A 68.7 79.1 59.1 71.28th Grade Math 63.6 72.7EOG 70.5 75.6 83.1 71.6 81.9Math I 26.5 35 65 57.9 80Biology 54.2 73.8 83.3 62.5 73.6English II 57.8 77.6 82.8 75.4 84.2EOC 51.3 69.2 80 63.8 79

12-13 13-14 14-15ACT Workeys 100 100 84.6Math Course Rigor 100 100 100Graduation Rate 97.4 100 98.7


6th Grade Reading

7th Grade Reading

8th Grade Reading

6th Grade Math

7th Grade Math

8th Grade Math

EOG Math I Biology English II EOC0

10

20

30

40

50

60

70

80

90

100

12-1313-14(CCR)13-1414-15 (CCR)14-15


12-13 13-14 14-15 0

10

20

30

40

50

60

70

80

90

100

ACT WorkeysMath Course RigorGraduation Rate


Wayne County Public Schools

Wayne School of Engineering

2015-2016 Chemical Hygiene Plan

For

High School Science Laboratories

Introduction

Public and private schools over the past few years have had to comply with various Hazard Communication or “Right to Know” laws. These laws were written for industrial production facilities, and did not address the specific safety concerns found in a laboratory setting. In 1990, the Occupational Safety and Health Administration (OSHA) instituted

“The Laboratory Standard Occupational Exposure to Hazardous Chemicals in Laboratories” (Federal Legislation 29 CFR 1910.1450) the new “Laboratory Standard” has been designed to address the specific safety needs of the laboratory.

The OSHA Laboratory Standard ensures that employees who work in a laboratory setting will be protected from any chemical exposure that exceeds permissible exposure limits and that employees are educated as to the hazardous nature of the chemicals they use in the laboratory. To achieve this goal, the Laboratory Standard requires the school district to appoint a chemical hygiene officer to develop, implement, and monitor a chemical hygiene plan.

Wayne County Public Schools has designated the Assistant Superintendent for Auxiliary Services to serve as the Chemical Hygiene Officer. The Chemical Hygiene Officer will work with the High School Science Safety Team to develop, update, implement, and enforce a Chemical Hygiene Plan.

Chemical Hygiene Officer : Sula Teachey, Chemistry Teacher

The Chemical Hygiene Plan—an Overview

The Chemical Hygiene Plan is the major ingredient of the OSHA Laboratory Standard. It details how each employee will be protected from overexposure to hazardous chemicals and it describes specific work practices in the laboratory to minimize employee risk. The Chemical Hygiene Plan should:

1. Protect employees from health hazards associated with hazardous chemicals in the laboratory.

2. Keep chemical exposures below established permissible exposure limits.


The Chemical Hygiene Plan must be readily available to employees. Although non-employee students are not covered by the OSHA regulation, each student and the student’s guardian should attest by signature that they have read and understand the safety rules in a science laboratory. The school district’s duty to review and evaluate the effectiveness of the Chemical Hygiene Plan at least annually and update it as necessary shall fall upon the Safety Consultant and the Lead Teacher for Science. The Chemical Hygiene Plan should include each of the following elements and should include specific measures the employer will take to ensure laboratory employee protection.

I. Standard Operating Guidelines

A. General Employee Rules and Guidelines B. General Laboratory Rules and Guidelines C. Personal Hygiene Guidelines D. Protective Clothing Requirements E. Housekeeping Rules F. Spill and Accident Procedures G. Chemical Storage Rules and Procedures

1. Compressed Gas Handling Instructions – LP Gas 2. Flammable Chemical Storage 3. Corrosive Materials Handling Instructions and Storage 4. Disposal of Chemicals

H. Procedure—Specific Safety Rules and Guidelines I. Safety Equipment Inspection

School Level Chemical Hygiene Plans

The high school science department will develop a school level Chemical Hygiene Plan. The Plan should reflect the elements set forth in the Wayne County Public Schools Chemical Hygiene Plan. The Plan may contain additional safety guidelines to ensure the safety and welfare of students and staff. It is the expectation that students, as well as employees, comply with all practices and procedures in the school’s Plan. By October 15th of each school year, an updated copy of the Plan should be filed with Wayne County Public Schools Chemical Hygiene Officer and a copy with the Lead Teacher for Science.

Standard Operating Guidelines

A. General Employee Rules and Guideline

1. Minimize all chemical exposures. 2. Avoid skin contact with chemicals. 3. Avoid underestimation of chemical hazards and risks. 4. Develop a firm goggle policy. Wear appropriate eye protection at all times. Chemical splash

goggles must be worn any time chemicals, glassware, or heat are used in the laboratory. 5. Always notify another person when working in the laboratory, chemical storage room, or

prep areas. 6. Flammable liquids require special attention. Never use these materials near any source of

ignition, spark, or open flame. 7. Never perform a first-time chemical demonstration in front of your class. Always perform

first-time demonstrations in front of other instructors to evaluate the safety of the demonstration.

8. Never store chemicals over, under, or near a sink.


9. Only authorized personnel should be allowed in the chemical storage room. 10. Have a fire blanket easily accessible in case of an accident. 11. All science teachers should be knowledgeable on how to use all safety devices in the

laboratory (e.g., eyewash fountains, safety showers, fire extinguisher, etc.) in order to use them quickly in an emergency.

12. Know appropriate procedures in the event of a power failure. 13. Have a plan in place for notifying appropriate personnel for utility control (gas, electrical, and

water). 14. Do not smell or taste chemicals. 15. Use a safety shield whenever an explosion or implosion might occur. 16. Read all chemical labels prior to use. 17. Know and understand the hazards of the chemical as stated in the Safety Data Sheets (SDS)

and other references. 18. Use protective safety equipment to reduce potential exposure, i.e. gloves, fume hood,

ventilation fans, etc. 19. Know the locations for all personal safety and emergency equipment, eye wash fountains, fire

extinguisher, and spill control materials. 20. Know how to properly store all chemicals in their compatible chemical families. (Consult

publications such as the Flinn Chemical Catalog/Reference Manual for details.) 21. Know proper transportation and disposal procedures for chemicals. 22. Know appropriate emergency procedures, waste disposal, spill clean up, evacuation routes

and fire emergency notification. 23. Know and understand the personal hygiene practices outlined in the Chemical Hygiene Plan.

B. General Laboratory Rules and Guidelines

1. Create a written first aid policy; whether it says to treat or to seek further medical assistance. Your first aid policy must be written down.

2. The laboratory should be well ventilated. 3. Post emergency telephone numbers in the chemical storage room. Have some means of

emergency communication in the laboratory, chemical storage room and prep area. 4. In the event of an accident that requires the assistance of outside personnel, as soon as time

allows, fill out an accident report describing the event in detail. The accident report must be developed by the science/chemistry teacher and forwarded to the principal who will send a copy to the Chemical Hygiene Officer. The Chemical Hygiene Officer must have already been notified of the accident.

5. All laboratories should have an eyewash station capable of treating both eyes continuously for 15 minutes with copious quantities of tempered aerated potable water. Teach everyone how to use the eyewash station quickly in case of an emergency. Eyewash effectiveness and operation should be inspected before every lab. Federal regulation 29 CFR 1910.1450 requires that eyewash fountains be activated quarterly. Promptly repair any eyewash that does not provide adequate water flow. A repair order must be generated by the science/chemistry teacher and forwarded to the principal who will notify the maintenance department.

6. Have appropriate types and sizes of fire extinguishers. Triclass ABC fire extinguishers are appropriate for laboratories. Fire extinguishers should be inspected by the operations department at least every three months.

7. An approved eyewash station and fire blanket should be accessible within 8 seconds from any point in the laboratory.

8. All chemical containers must have labels. Read all labels carefully—the names of many chemicals look alike at first glance.

9. A Safety Data Sheet (SDS) must be available for every hazardous chemical used in the laboratory.

10. Be thoroughly familiar with the hazards and precautions for protection before using any chemical. Study the precautionary label and review its contents before using any chemical substance

11. Dispose of all chemicals properly. All disposal procedures used should conform to state and local regulations. Schools should use the Wayne County Public Schools Chemical Disposal Form to initiate any disposal of hazardous chemicals.


12. Neutralizing chemicals, such as a spill kit, dry sand, kitty litter, and other spill control materials should be readily available.

13. Do not use chipped, etched or cracked glassware. Glassware which is chipped or scratched presents a serious breakage hazard when heated or handled.

14. Do not drink from lab glassware or other lab vessels. 15. No food in the laboratory. Do not eat, drink, or chew gum in the laboratory. 16. Do not apply cosmetics in areas where laboratory chemicals are present. 17. Never pipet by mouth. 18. Contact lens wearers should be provided with non-vented or indirect-vented chemical splash

goggles in the laboratory.19. Do not block fire exits. 20. Have an alternative evacuation route in the event your primary route becomes blocked. A

copy of the school’s Emergency Evacuation Plan should be attached to each school’s Chemical Hygiene Plan.

21. Practice your emergency plans. 22. Keep all aisles clear. 23. Do not run in the laboratory. 24. Access to exits, emergency equipment, and master utility controls should never be blocked. 25. Do not operate electrical equipment with wet hands. 26. All accidents or near accidents (close calls) should be carefully analyzed with the results

distributed to all who might benefit. 27. Never perform unauthorized laboratory experiments. 28. It is recommended that only science classes be held in science laboratories. It is important

that any teacher instructing in a lab setting be aware of the school’s Chemical Hygiene Plan and be responsible for its implementation.

C. Personal Hygiene Guidelines

1. Do not apply cosmetics or smoke, eat, chew, or drink in the laboratory. 2. Do not pipet by mouth; always use a pipet bulb or other appropriate suction device. 3. Wash hands thoroughly after any chemical exposure and before leaving the laboratory. 4. Never smell chemicals directly; odors should be wafted only with teacher consent. 5. Never bring foodstuffs, opened or closed into the lab, chemical prep, or storage room.

Foodstuffs should not be eaten if in a room with toxic materials.

D. Personal Hygiene Guidelines

1. Eye protection must be worn. Chemical splash goggles must meet ANSI Z87.1 Standard. Wear face shields when dealing with corrosive liquids, (i.e., full strength acids and bases).

2. Wear gloves that offer protection for all hazards you may find in the lab. Test for holes every time you wear your gloves.

3. Wear low-heeled shoes. Do not wear open-toed shoes or sandals of any kind. Always wear socks in the laboratory.

4. Do not wear shorts--wear long pants. 5. Do not wear loose or balloon sleeves. 6. Tie back long hair. 7. Avoid the use of contact lenses in the laboratory. If contact lenses must be worn, the science

teacher must be informed so special precautions can be taken. 8. Do not wear hanging jewelry. 9. Do not wear a long or loose necktie. 10. Do not wear an absorbent watch strap 11. Inspect all protective safety equipment before use. If defective, do not use.

E Housekeeping Rules


1. Keep chemicals in the chemical prep and storage room. If chemicals are moved to the classroom for lab, they must be returned to their proper storage location at the end of the day’s laboratory periods.

2. Waste materials require proper containers and labels. 3. Label all chemicals with names and hazards. Prepared solutions should be labeled with date,

concentrations, and initials of preparer. 4. Never block access to exits or emergency equipment. 5. Clean up all spills properly and promptly. 6. Work and floor surfaces should be cleaned regularly and kept free of clutter.

F. Spill and Accident Procedures

1. Notify—Call for help. Evacuate—Get everyone to a safe location. Assemble—organize the students and all workers. Report—Fill out a detailed accident report after the emergency is over.

2. Clean up spills immediately and thoroughly. Follow approved spill cleanup procedures; spills should only be cleaned up by approved personnel.

3. A bucket of dry sand should be available as a Class D fire extinguisher and to aid in providing traction on a slippery floor.

4. Neutralizer for both acid and base spills should be available in the event of a chemical spill.

G. Chemical Storage Rules and Procedures

1. A Safety Data Sheet (SDS) must be available for every hazardous chemical in the science laboratory. The chemistry teacher/science chair should put the SDS’s in notebooks labeled Current Science Chemicals and should store the notebooks in the front office and science classrooms. The notebooks must be current at all times.

2. The chemistry/science teacher must keep an updated inventory of all chemicals, their amounts and location. Stored chemicals should be examined annually for replacement, deterioration and chemical integrity. Your entire Chemical Hygiene Plan is based on the proper updated inventory always being available. The science chair should keep a copy of each science teacher’s updated chemical inventory. No hazardous chemical will be used or stored without a SDS on file.

3. Science teachers should label all chemical solutions made with the identity of the contents, date, concentration, hazard information, and the initials of the preparer.

4. Date label all chemicals with the purchase date. This will allow anyone to determine the age of a substance at a later date.

5. Establish a separate and secure storage room for chemicals. 6. Do not allow incoming shipments of chemicals to be opened and transported by school personnel other

than qualified science teachers. The special shipping containers can prove valuable for chemical storage. 7. All chemicals should be stored in chemically compatible families (See SDS’s or publications such as the

Flinn Chemical Catalog/Reference Manual for details). 8. Store the minimum amount of chemicals needed. 9. Store corrosives in appropriate corrosives cabinets. 10. Flammable materials should be stored in an approved flammable storage cabinet. 11. If possible, keep certain items in the original shipping package, e.g., acids and bases in the special

styrofoam cubes. 12. Avoid storing chemicals on shelves above eye level. 13. Shelving above any work area, such as a sink, should be free of chemicals or other loose miscellany. 14. Chemical storage cabinets should be secured to walls or floor to prevent tipping of entire sections. 15. Shelves used to store chemicals should be equipped with lips. 16. Chemicals should not be stored on the floor except in approved shipping containers. 17. Never store food in a laboratory refrigerator. 18. Store chemicals in a separate, locked, dedicated storage area. 19. Only authorized personnel are allowed in the chemical storage room. 20. Chemical exposure to heat or direct sunlight should be avoided. 21. All science classrooms should be locked when left unattended.


WaiversWaiver No: 1

Wavier Name: Classroom Flexibility

Law, Regulation or Policy which Exemption is requested: G.S. 115.c-105.21.B

How waiver will promote achievement of performance Goals: Students will be provided continuous instruction from a highly qualified instructor to support provision for an education continuum.

Identify the state law, regulation, or SBE policy to be waived (Please provide a specific

reference)

Specify the rationale for the exemption(Please include explicit examples)

Allow full-time students enrolled in one high school course to enroll in more than one community college course for which they are eligible.

This is considered acceleration and is one of the purposes of the Cooperative Innovative High School Program (CIHS).

Allow the community college to develop a course needed by students in the CIHS program (and open to other non-high school students even though such a course was available at another high school within the district.)

It would not be efficient for students to travel around district to access designated courses.

Exempt courses listed below from high school graduation requirements in favor of the following designated college two-course sequencing which adequately covers or surpasses the competency goals of the listed courses:

Health and PE (replace with PED 110),

Foreign Language (replace with Spanish 111 and 112 plus lab courses, French 111 and 112 plus lab courses, Japanese 111 and 112 plus lab courses)

Precalculus (Precalculus 171 and 172 with the designated labs for both courses)

Because of small staff sizes and limited human resources, waiver is needed to meet graduation requirements.


English III (Replace with Eng 231 and 232)

English IV (Replace with Eng 241 and 242)

American History II (Replace with American HIS 132)

Continue to provide a calendar waiver that aligns with community college involved in partnership.

Allows for seamless transition for students with regards to use of facilities and transportation.

Allow students to count a college course for core graduation requirement provided they pass the EOC for the course.

Because of small staff sizes and limited human resources, waiver is needed to meet graduation requirements.

Allow Wayne School of Engineering to be exempt from strict instructional hour requirements.

The current policy of instructional clock hours may prevent the ability to blend course curriculum, restructure courses to increase opportunities for experiential and project-based learning or allow for differential independent learning.

Hold harmless from negative impact on current transportation efficiency formulas for providing transportation to students.

Smaller schools with longer routes will affect ratings.

NC COMMUNITY COLLEGE BOARD

Identify the state law, regulation, or NCCCS policy to be waived

(Please provide a specific reference)

Specify the rationale for the exemption(Please include explicit examples)

Allow Wayne School of Engineering students to take any college course regardless of their age, provided they are academically prepared and have met prerequisites.

Disallowing FTE reimbursements for Wayne School of Engineering students based on age creates barriers to college courses unrelated to academic preparedness.

All Wayne Community College to receive FTE reimbursements for all Wayne School of Engineering students regardless of age.

Reimbursements of FTE for Wayne School of Engineering students shall be counted in the same manner as dual enrolled students.

To allow Wayne School of Engineering students to enroll in summer courses at the post-secondary level and the community college partners to receive FTE.

Any policy which blocks funding streams to support Wayne Community College’s offerings for Wayne School of Engineering students will create a barrier. The college must have funding to pay for the need of instructors and support personnel for summer offerings and Wayne


School of Engineering students need additional time to complete an associate’s degree within the five year timeline.

To allow Wayne School of Engineering students to enroll in post-secondary institutions without regard to displacement of traditional college students.

This policy prevents the enrollment of high school students in college courses until adult enrollment has been completed which may prevent Wayne School of Engineering students from completing their degrees and/or transfer work on time.

To allow exemption from NCAC 2C.305(C)(3): “The student [must be taking] the equivalent of one-half of a full time schedule.”

In addition, allow an exemption from Operating Procedures Manual II.A.3: “In the case of courses offered in the summer, [the high school] must certify that the student took the equivalent of one-half of a full time schedule during the preceding year and is making progress towards graduation.”

This accelerated curriculum cannot be achieved under the existing concurrent enrollment policies that require high school students to be enrolled in the equivalent of one-half of a full-time high school schedule. Wayne School of Engineering students in their fourth and fifth years will be enrolled in less than one-half of a full time high school schedule. In addition, they may be required to concurrently enroll in summer classes to complete their degree requirements with the five year time frame.

To allow an exemption from Operating Procedures Manual II.A.5: “[High School] students may be admitted for any semester on a space available basis”

Due to Wayne County’s military population, military dependents may enroll out of the normal calendar sequence for enrollment.

To allow Wayne School of Engineering students who are enrolled in one high school course to enroll in more than one college course for which they are eligible.

To allow Wayne School of Engineering students the opportunity to complete a two year degree upon graduation from high school.

Allow Wayne School of Engineering students to enroll in developmental course.

Enrolling no more than a 10% of Wayne School of Engineering students may provide them with additional support.

To allow Wayne School of Engineering students to enroll in a cooperative education class at WCC.

Wayne School of Engineering students may be enrolled in a curriculum program at WCC that has a mandatory coop. The student would be at least 17 years old.

Allow modification of course selection within the CTE pathway.

This would allow community college courses to count as high school CTE credit.


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School Improvement Plan - Wayne School of Engineeringwse700.waynecountyschools.org/UserFiles/Servers/Serve… · Web viewMonitoring or Evidence Based Action that ... mastering Goal