School: Rolesville HS School Improvement Plan 2014-2016...Plan Year 2014-2016 Page 1 of 21 Data Components Areas of Strengths Areas of Concern Student Achievement According to the

School Improvement Plan

Comprehensive Needs AssessmentSchool: Rolesville HSPlan Year 2014-2016

Page 1 of 21

DataComponents Areas of Strengths Areas of Concern

Stud

ent

Achi

evem

ent

According to the 2014-2015 AMO Status Report:• RHS has shown an increase in the percent of students proficient in readingfrom 33.2%(2013-2014) to 48.5%(2014-2015), and in math from23%(2013-2014) to 34.8% (2014-2015).• RHS has shown increases in the percent of students proficient in math andreading for Black, White, and Economically Disadvantaged subgroups.

Revised on January 2016, Per DPI FeedbackAll changes are in Bold and Italics.

According to EOC testing results, The performance composite % studentsproficient on EOC assessments decreased from 50%(2013-2014) to 47%(2014-2015).

According to the 2014-2015 AMO Status Report, RHS is not meeting AMOproficiency targets for any subgroup, with the largest gaps being the Hispanic,Students with Disabilities, and Economically Disadvantaged subgroups.AMO Status Report Data by subgroup:The percentage of students proficient in reading for the total school populationin 2014-2015 was 48.5%, compared to 38.3% for Black students, 37.7% forHispanic students, 63.6% for White students, 37.6% for EconomicallyDisadvantaged students, 15.7% for students with disabilities, and 86.8% forAcademically Gifted students.

The percentage of students proficient in math for the total school population in2014-2015 was 34.8%, compared to 25.3% for Black students, 16.9% for Hispanicstudents, 53.5% for White students, 24.2% for Economically Disadvantagedstudents, 8.8% for students with disabilities, and 80% for Academically Giftedstudents.

According to EOC testing results:• 62% of students were not proficient in Math 1.• 43% of students were not proficient in Biology.• 32% of students were not proficient in English 2.RHS student performance on EOCs was significantly lower than Wake Countyaverages. The composite EOC proficiency rate decreased from 12% below thecounty (2013-2014) to 22.8%below the county average (2014-2015).According to 2014-2015 testing results, • Biology EOC performance was 22.9% below the county, • English II performance was 14.1% below the county,• Math I performance was 29.5% below the county.



Page 2 of 21


Inst

ruct

iona

lPr

actic

es/S

trat

egie

s According to February 2015 student survey evaluating their first semesterteachers:• 87% of students agreed that the teacher had high expectations for thestudents.According to administrator walkthrough data, the percent of teachersobserved “Facilitating Instruction” was higher than “Lecturing” or “Sitting atdesk”.

According to February 2015 student survey evaluating their first semesterteachers:• 25% of students say teacher conveyed material in an interesting way.• 14% of students way teachers did not incorporate challenging assignments and/or projects.According to administrator walkthough data, the percentage of classrooms with“student collaboration” was 17.6%.



Page 3 of 21


Staf

f and

Stud

ent

Dem

ogra

phic

s

• According to attendance records, the average daily attendance rate hasremained unchanged at 95% for the 2013-2014 and 2014-2015 school years.• According to enrollment data, 30 students out of 1178 (2.5%) dropped outduring the 2014-2015 school yearAccording to 2015-2016 Teacher Demographic Survey• 49% of our teachers have a Master’s Degree.• 65% of our teachers have more than 5 years teaching experience.• 26% of our teachers are AP Certified.Wake County Demographics, according to US Census Bureau (2013)Total Population- 929,214White- 61.8%Black- 20.5%Hispanic- 9.8%Asian- 5.6%Two or More Races- 1.8%Some Other Race- 0.3%American Indian/Alaskan Native- 0.2%Native/Hawaiian/Other Pacific Islander- 0%

Wake County F/R AverageThe district Free and Reduced Average is 37% (2015).

• According to 2014-2015 disciplinary reports, 24.75% of referrals are related toattendance/skipping class, 24% are related to tardies, and 18% are fornon-compliance and disrespect. Percentage of discipline incidents by subgroup: (2014-2015)• 57% Black• 21% White• 20% Hispanic• 31% Female• 69% MaleThe number of Minor incidents decreased from 881 (2013-2014) to 590(2014-2015)The number of Major incidents increased from 131 (2013-2014) to 406(2014-2015)The number of critical incidents increased from 12 (2013-2014) to 16 (2014-2015)• According to enrollment, the student population has increased from 658(2013-2014) to 1178 (2014-2015) to 1820 (2015-2016) students. 2015-2016 student demographics are:• 39% African American (decrease from 42% 2013-2014)• 33% White (decrease from 35% 2013-2014)• 20% Hispanic (increase from 17.5% 2013-2014)• 4% Bi-racial (increase from 2.9% 2013-2014)• 4% other • The percent of student population receiving free and reduced lunch hasincreased from 43%(2013-2014) to 44.65%(2014-2015).• Limited English Proficient: 7.2% • Special Education: 18.1%• 55% of students have eligibilities (Special Education, 504 Plan, Limited English,Economically disadvantaged, Academically disadvantaged)According to 2015-2016 Teacher Demographics Survey: • 27% of teachers are Beginning Teachers.• 14% are WCPSS certified mentors.• Percent of National Board Certified teachers has decreased from18%(2013-2014) to 13%(2015-2016)• 13% of teachers are Lateral Entry According to academic records, the percentage of student promoted to the nextgrade has decreased from 85.7% in 2013-2014 to 82.9% in 2014-2015.



Page 4 of 21


Perc

eptio

n

According to the 2014 TWC:• 83.3% of teachers agree that “the non-instructional time provided forteachers is sufficient.”• 77% of teachers agree that they have time to collaborate.• 76% of teachers agree that the routine paperwork is manageable.• 81% of teachers agree that there is sufficient instructional time.• Responses about facilities and resources were consistently above the stateand district averages.• 93.2% of teachers feel that “the community we serve is supportive of thisschool.

According to the 2014 TWC:• 53% of teachers agree that student understand conduct expectations.• 34% of teachers agree that students follow the rules.• 56% of teachers agree that teachers enforce rules consistently.• 71% agree that administration manages student conduct. According to WCPSS Student Survey 2014-2015:• 93.9% of students plan to continue education after high school, however EOCPerformance data indicates that 31.4% are performing at college readiness level. According to a Belief Survey administered to school staff in 2015:65% of staff believe that the majority of students with behavioral problems willnot achieve grade level benchmarks in literacy and math.

According to 2015 parent survey data:• 46% of parents who participated in the parent survey agreed that the schooldoes a good job of encouraging parent/guardian involvement.• 52% of parents who participated in the parent survey agreed that schoolmaintains a clear two-way communication with the community.• 86% of parents surveyed at the rising 9th grade curriculum fair night in Januaryof 2015 said they would like to have individual parent nights by class• 51% of parents at the same curriculum night said they would like to learn moreabout how to contact teachers

Prog

ram

School schedule includes RAM Refresh – time for remediation in each classonce per week.Literacy period implemented 3 days per week using Core 6 strategies.Core 6 strategies were introduced in early-release staff development sessions.STEM/PBL Professional Development activities for Teachers were included inearly release staff development sessions.

According to a 2015 Ram Refresh teacher survey:• 20% of teachers reported that they never have conducted a RAM Refreshsession.Only 40% of teachers implement RAM Refresh on a weekly basis.



Page 5 of 21

Priority Concerns Root Causes(with evidence) Solutions

RHS student performance on EOCs was significantlylower than Wake County averages. According to2014-2015 EOC data, the composite EOC proficiencyrate decreased from 12% below the county to 22.8%below the county average. Biology EOC performancewas 22.9% below the county, English II performancewas 14.1% below the county, and Math I performancewas 29.5% below the county. None of the subgroups met AMO targets.

• Inconsistent attendance of students in school,and high rates of tardiness are reducing studentinstructional time. • Lack of student engagement: According toFebruary 2015 student survey evaluating theirfirst semester teachers: 25% of students sayteacher conveyed material in an interesting way.• Lack of research-based instructional strategies:Teacher surveys indicated they did not havesufficient training to implement Core 6 strategiesin their content-specific instruction.• Lack of collaborative instruction: Walk throughdata indicated the percentage of classrooms with“student collaboration” was 17.6%.• Lack of collaborative instructional planning:PLTs were not structured appropriately toincrease the effectiveness of instruction.

• Core 6 Instructional Strategies to beimplemented across all content areas.• Ram Readiness period to provide remediationand enrichment activities.• School-wide Tardy policy consistentlyenforced.• Restructure and refocus PLTs to ensure theyare developing common assessments,analyzing student data, and sharing resourcesand strategies.



Page 6 of 21

Priority Concerns Root Causes(with evidence) Solutions

Inappropriate student behavior is affecting theeducational environment at school, taking time awayfrom instruction to deal with classroom management.

Root causes include lack of explicitly-taughtschool rules and lack of consistent enforcement ofschool rules as evidenced by the following data:

According to 2014 TWC:• 53% of teachers agree that student understandconduct expectations.• 34% of teachers agree that students follow therules.• 56% of teachers agree that teachers enforcerules consistently.According to disciplinary reports, major incidentsincreased from 131 (2013-2014) to 406(2014-2015)

Clear discipline policies.Implementation of PBIS.Implementation of Tardy Policy.

Data SummaryDescribe your conclusionsRolesville High School is in its third year of operation. The student population and staff continue to grow each year, from 658 in 2013-2014, to 1820students in 2015-2016. A comprehensive look at our data indicates that our strengths include increasing proficiency rates in reading and math among theBlack, White, and Economically Disadvantaged subgroups, and excellent resources and facilities. Priority concerns include a disproportional increase in thenumber of major disciplinary referrals, and student performance data continues to fall well below the district averages as evidenced by the 2014-2015 EOCperformance composite proficiency of 47% compared to the 66% WCPSS average, which was a decrease from 50% in the 2013-2014 year. To addressthese concerns we plan to provide appropriate professional development that encourages effective teaching practices, effective PLT’s, development ofcommon assessments, implement a school-wide positive behavior intervention and support program, improve literacy and learning through Core 6Strategies, and continue to develop a productive partnership with the community. The vision of improvement to impact growth and performance is indicated in our data and addressed in our goals, key processes, and measurable processchecks as well as the Professional Development Plan.


Membership of School Improvement TeamSchool: Rolesville HSPlan Year 2014-2016Principal: Ericka LucasDate: Aug - 2014

Page 7 of 21

SIP Team MembersName School Based Job Title

1 Annika White Teacher2 Argretta Scruggs Teacher3 Cindy McPherson Instructional Support Personnel4 Cynthia Smith Teacher Assistant5 Danielle Stogner School Improvement Chair6 Dennis Carrington Instructional Support Personnel7 Douglas Bradford School Improvement Chair8 Ebonee Taylor Teacher9 Ericka Lucas Principal10 Heidi Hill Instructional Support Personnel11 Jackie Arnold Instructional Support Personnel12 James Smetana Teacher13 Jeffery Dolan Assistant Principal14 Joshua Kinkade Teacher15 Kalavik McNamara Teacher16 Kelly Nilles Assistant Principal17 Latonya Pender Instructional Support Personnel18 Lauren Seymour Teacher19 Leo Barthelmess Teacher20 Maurice Myers Teacher21 Mayra Guallpa Assistant Principal22 Misti Robinson Teacher23 Monica Collazo Teacher24 Ralph Love Teacher25 Rebecca Jones Teacher26 Sara Last Teacher27 Sheila Scott Instructional Support Personnel28 Sheri Williams Parent29 Tosha Pullen Assistant Principal


Mission, Vision and Value StatementsSchool: Rolesville HSPlan Year 2014-2016Date: Jan - 2014

Page 8 of 21

Mission Statement:Rolesville High School will equip students with the knowledge and skills to think critically, independently,and creatively.

Vision Statement:The Rolesville High School community will provide a rigorous curriculum that actively engages allstudents to achieve mastery, ensuring high academic and social success.

Value Statement:• We will hold clear expectations, consistent consequences, and specific articulated academic goals.• We will foster positive relationships among students, parents, staff, and community members todevelop students that exhibit the traits of honesty, integrity, and compassion.• We will inspire students to be lifelong learners who can thrive as independent learners in a collaborativeenvironment while also preparing them to be productive, accountable, and responsible citizens. • We will provide an inviting environment for students that are clear of expectations, consistentconsequences and specific, articulated academic goals. • We will value learning as a lifelong process and strive to adapt and be responsive to global challengesand opportunities. • We will value and encourage innovation, creativity, and commitment in achieving and sustaining aquality educational environment through continuous improvement and collaboration.


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

Page 9 of 21

School Goal By June 2016, Rolesville High School will increaseproficiency rates in English, Math, and Biology by 5%, andexceed expected growth, as measured by state-wide EOCassessment results.

Goal Manager Lauren Seymour and Rebecca JonesStrategic Objective Learning and Teaching

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

According to 2014-2015 EOC data, the composite EOCproficiency rate decreased from 12% below the county to22.8% below the county average. Biology EOC performancewas 22.9% below the county, English II performance was14.1% below the county, and Math I performance was29.5% below the county. • 62% of students were not proficient in Math 1.• 43% of students were not proficient in Biology.• 32% of students were not proficient in English 2.•

1 Key Process All teachers will implement Core Six strategies weekly in their instruction tosupport student literacy and comprehension.

Process Manager Ebonee Taylor, Annika White, and Latonya PenderCompletion Date Jun - 2016

Restrainers TimeStudent motivationAppropriate resourcesStudent attendance

Resources RAM ReadinessDiscovery EducationC-MappCore Six Staff DevelopmentSchool PLT MinutesCounty PLTsBook-The Core Six: Essential Strategies for Achieving Excellence with theCommon Core by Harvey F. Silver, Matthew J. Perini, and R. ThomasDewing

Measurable ProcessCheck(s)

Process manager will check PLT minutes on a quarterly basis to determineplanning and sharing of Core Six strategies.

Process manager will analyze student and teacher surveys at the end ofeach semester to determine implementation of Core Six strategies.

1 Action Step All teachers will receive a copy of The Core Six:Essential Strategies book to use as a lesson planningresource and reference.

Timeline From 8/2015 To 10/2015



Page 10 of 21

2 Action Step All teachers will display posters of the Core Sixstrategies in their classrooms.


3 Action Step Administrative team will provide on-goingprofessional development on Core 6 Strategies.


4 Action Step All teachers will refer to Core Six strategies by nameon class agendas and all PLTs will share and recordCore 6 strategies used each week in weekly meetingminutes


5 Action Step Teachers will include core 6 strategies in unit lessonplans.


2 Key Process Implement a school wide remediation and enrichment block daily.

Process Manager Kalavik McNamara, Maurice Myers, and Joshua KinkadeCompletion Date Jun - 2016

Restrainers Time

Resources PLT membersPLT meeting minutesCommon AssessmentsCMAPPDiscovery Education/Study Island


Administration team will collect PLT minutes to determine implementationof targeted remediation and enrichment.

Key Process Manager will survey teachers to evaluate implementation ofremediation period.

School improvement team will evaluate effectiveness at the end of eachsemester based on EOC assessments.

1 Action Step Administrators will designate a school-wide RamReadiness remediation schedule.


2 Action Step All PLT's will meet weekly to develop commonassessments, lesson plans, and review data toevaluate the effectiveness of instructional strategies.




Page 11 of 21

3 Action Step Teachers will use assessment data to providetargeted instruction.


4 Action Step Teachers will assess and monitor student progressafter remediation with assessment data.


3 Key Process RHS will develop and implement a school-wide Positive BehaviorIntervention and Support program to reduce classroom management issuesand thereby increase effective instructional time for all students.

Process Manager Misti Robinson and Heidi HillCompletion Date Jun - 2016

Restrainers Time

Resources Rams on Time policyRams on Time spreadsheetPBiS behavior matrixData from Positive RewardsData from Discipline ReferralsRHS Student Handbook/AgendasWake County Student/Parent Handbook


Key process manager will analyze the Number of Office Discipline Referralson a quarterly basis. Key process manager will review PBIS team meetingminutes on a quarterly basis. Key process manager will obtain a record ofthe number of tardies on a quarterly basis.

1 Action Step Administration Team will implement a school widetardy policy, Rams On Time.


2 Action Step School Staff will form a PBIS committee.


3 Action Step PBIS team will develop behavior intervention matrix:School-wide expectations, rules and systems for allstudents, staff, and settings.


4 Action Step All teachers will teach desired student behaviors asoutlined by the school wide behavior matrix.




Page 12 of 21

School Goal By June 2016, Rolesville High School will increase thepositive response of the parents and community ofRHS by 10% as measured by survey data.

Goal Manager Dennis CarringtonStrategic Objective Community Engagement

State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment

• 46% of parents who participated in the parent surveyagreed that the school does a good job of encouragingparent/guardian involvement.• 52% of parents who participated in the parent surveyagreed that school maintains a clear two-waycommunication with the community.• 86% of parents surveyed at the rising 9th grade curriculumfair night in January of 2015 said they would like to haveindividual parent nights by class• 51% of parents at the same curriculum night said theywould like to learn more about how to contact teachers

1 Key Process Implement a variety of ways to increase parent and communityparticipation within the school setting.

Process Manager Jacqueline Arnold, Cindy McPherson and Sheila ScottCompletion Date Jun - 2016

Restrainers TimeGathering Data from parents

Resources Student ServicesOnline Survey ToolsPTSA Parent Booster ClubsAttendance Records-sign in sheetsRed GalleryBusiness AllianceCareer Development CenterMilitary Recruitment leadersLocal Newspapers


Throughout the 2015-2016 school year, the administration, PTA, andstudent services will collect survey responses from parents and communitymembers at school events through online survey tools or Plus/Delta sheetsand the Key process manager will review these survey results on aquarterly basis. The Key process manager will review the number of schoolweb site visits on a quarterly basis. The Jey Process manager will reviewthe records of registered guest speakers on a quarterly basis.



Page 13 of 21

1 Action Step Student Services will implement parent sessionsduring the summer RAM CAMP.


2 Action Step Student Services will conduct individual parent nightsfor the Sophomore and Junior Classes during the2015-2016 school year


3 Action Step A new school website will be developed that is moreuser friendly and will have easy access for parents toreach teacher websites and email addresses byschool web page manager (Mr. Smetana)


4 Action Step Career Development Center staff will promotepositive relationships with community businessowners through the Business Alliance and communitypartnerships.


5 Action Step Staff will utilize community members and parents tobe guest speakers to enhance the classroomcurriculum and assist students with post-graduationplanning.



Waiver RequestSchool: Rolesville HSPlan Year 2014-2016

Page 14 of 21

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


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

Page 15 of 21

Development Activities for Topic: Participants: Goal Supported: Supporting Data:• ⚬ Staff memberswill learn and utilizeresearch-based CoreSix Strategies

• Rolesville HighSchool Staff andAdministration

• By June 2016,Rolesville High Schoolwill meet or exceed allAMO targets in Englishand Math measured byNC Finals and EOCs andmeets or exceeds growthby EVASS data.

• ⚬ In 2013-2014 Fall EOC 45% ofstudents were proficient in EnglishII; 28% below the county. ⚬ Rolesville EOC's compositescores were 56% and compared to68% of the County which is a 12%below the district. All of our AGstudents performed below theCounty Average in all EOC's. • OnCommon Exams studentsperformed 10% below the Countyin Earth Science, 7.9% in HonorsChemistry, and 22% in Algebra II.



Page 16 of 21

Development Activities for Topic: Participants: Goal Supported: Supporting Data:Core 6 Strategiesfor Learning.

All InstructionalStaff

Goal 1: By June 2016, RolesvilleHigh School Will increaseproficiency scores in all subjectareas by 5%.

Teacher surveys indicatethat many teachers do notfeel adequately trained toimplement Core 6 strategiesin their content-specificlesson plans.

STEM/PBL All instructionalstaff

Goal 1: By June 2016, RolesvilleHigh School will increaseproficiency scores in all subjectareas by 5%.

According to February 2015student survey evaluatingtheir first semester teachers:• 25% of students sayteacher conveyed materialin an interesting way.• 14% of students wayteachers did not incorporatechallenging assignmentsand /or projects.According to administratorwalkthough data, thepercentage of classrooms with “student collaboration”was 17.6%.

Positive BehaviorInterventionsand Supports.

Instructional andInstructionalSupport staff.

By June 2016, Rolesville High Schoolwill increaseproficiency rates in all subject areasby 5%, measured byEOC results.Through Key Process 3: RHS willdevelop and implement aschool-wide PositiveBehaviorIntervention and Supportprogram to reduce classroommanagement issuesand therebyincrease effective instructional timefor all students.

According to the 2014 TWC:• 53% of teachers agreethat student understandconductexpectations.• 34% of teachers agreethat students follow therules.• 56% of teachers agreethat teachers enforce rulesconsistently.• 71% agree thatadministration managesstudent conduct.



Page 17 of 21

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

Instructional Staff By June 2016, Rolesville High Schoolwill increaseproficiency rates in all subject areasby 5%, measured byEOC results.

RHS student performanceon EOCs was significantlylower than Wake Countyaverages. According to2014-2015 EOC data, thecomposite EOC proficiencyrate decreased from 12%below the county to 22.8%below the county average.Biology EOC performancewas 22.9% below thecounty, English IIperformancewas 14.1% below thecounty, and Math Iperformancewas 29.5% below thecounty.


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

Page 18 of 21

Reading Math Behavior

Data DecisionProcess for Entry andExit

Students will be identified for Tier 2 interventionthrough classroom teacher observation, PEP process,Core Maze reading assessments, state assessmentresults, quarterly grade reports.

Students will be identified for Tier 2 interventionthrough classroom teacher observation, PEP process,state assessment results, quarterly grade reports.

Students will be identified for Tier 2 interventionthrough classroom teacher observation, Incidentreport data through SIRS.

InterventionStructure

MTSS team begins progress monitoring of PEP,Intervention coordinator meets with student,contacts parent to determine if additional support isneeded to support student success.

MTSS team begins progress monitoring of PEP,Intervention coordinator meets with student,contacts parent to determine if additional support isneeded to support student success.

ALC program for at-risk students withbehavioral/academic needs.

Instruction

All students will receive literacy instruction usingCore 6 strategies during literacy periods to improvereading comprehension.Students who receive services through specialprograms and demonstrate a greater need forindividualized reading instruction will be scheduledinto an ICR English class.Curriculum assistance and High School Reading arecourses offered for students who receive specialeducation services.

At-risk students entering the 9th grade will bescheduled to take Foundations of Math I in the falland Math I in the spring.At-risk students entering the 10th grade will beschedule to take Foundations of Math II in the falland Math II in the spring.At-risk students entering the 11th grade will bescheduled to take Foundations of Math III in the falland Math III in the spring.Freshmen who receive special education servicesand demonstrate a greater need for individualizedmath instruction will be scheduled into an ICR Mathclass.Curriculum Assistance is offered for students whoreceive special education services.Math I Tutoring sessions are offered twice weeklyduring the Spring semester for students who failedMath IA in the Fall.

Classroom Teachers will have classroommanagement plans, explicitly taughtrules/expectations.Social Skills instruction is offered in a CurriculumAssistance class for students who receive specialeducation services.

Assessment andProgress Monitoring

Core Maze reading screenings.Formative and summative common assessments.State assessment results.

Formative and Summative common assessments.State assessment results.

Attendance reports. Discipline reports.

Curriculum/Resources

Literacy period.Core 6 Strategies.Mentoring Program (school based and communitypartnership). Ram Refresh remediation period.NCVPS. Grad-Point.Web resources: Study Island, Discovery Education.Marzano Best Practices.

Ram Refresh remediation period.8 Common Core Mathematical Practices, NCVPS.Grad-Point. Math I Tutorial sessions. Web resources:Study Island, Discovery Education. Marzano BestPractices.

ALCStudent Recognition Programs.Ram Camp.



Page 19 of 21


Data Decision Process forEntry and Exit

Rising 9th Grade-->-Graduation Cohort DataLiteracy:-Case 21-below benchmark-Path Driver Maze National Percentile below 50%-Explore Reading Score < 15-History of below benchmark on reading EOGs-EVAAS probability of proficiency below 50%-Quarterly grades Rising 10th grade→-Graduation Cohort data (off track) Literacy:-Retained previous English course-Below benchmark on Case 21 or common assessments from 9th grade-PLAN/PSAT scores-9th grade English I grades-Quarterly grades for English II Rising 11th GradersGraduation Cohort Data (off track)-Entering the 11th Grade:Lacking Courses: plus electives-ENG I and/or II Literacy:-Retained previous English courses-English I/II Final grade reports-PSAT/PLAN/ACT results-Below benchmark for English II EOC-History of below benchmark for PBA, common assessments and other benchmarks (Case 21)-Quarterly grade Rising 12th grade→-Graduation Cohort Data (off track)-Entering the 12th Grade Lacking Courses: plus electives-ENG I, II, and/or III Literacy:-Retained previous English course-English I-III Final grade reports-PSAT/PLAN/ACT results-History of below benchmark for PBA, common assessments and other benchmarks (Case 21)-Quarterly grades

Entry point for needing interventions

Case 21-below benchmarkEVAAS probability of proficiency below 50%

•6th-8th EOG’s-pattern of below benchmark •History of level 2 of low level 3 on reading and math EOG’s•Retained in the 8th grade •Below 60% on core benchmark indicators10th- Retention, >than 7 credits Essential Components of exiting interventions are:•When benchmarks are achieved and maintained; Evidenced by progress monitoring datapoints uniquely matched to skill in plan•Benchmark met on formative assessment data from applicable classroom teacher(s)•Mutual agreement from all key stakeholders that intervention plan can be exited.

Rising 9th Grade-->Math:-Case 21-below benchmark-6th-8th EOG’s-pattern of below benchmark Math EOG’s-ACT/EVAAS probability of proficiency below 50%-Explore Math below Benchmark-6-8th Final Math grades-Quarterly grades Rising 10th grade→Math:-Retained previous Math course-9th grade Math Final grades-Below benchmark on Case 21 Math or common assessments from 9th grade-PLAN/PSAT scores-Final Math grades from 9th grade-Quarterly grades for 10th grade Math class Rising 11th grade→Math:-Retained previous Math course-9th/10th grade Math Final grade reports-Below benchmark on Case 21 Math or common assessments from 9th/10th grade-PSAT/PLAN/ACT scores-Quarterly grades for 11th grade Math class-Math I, and/or II, (or 1 math course)-Earth Science, Physical Science, and/orBiology-World History, American History I and/or American History II Rising 12th grade→Math:-Retained previous Math course-9th/10th/11th grade Math Final grade reports-Below benchmark on Case 21 Math or common assessments from 9th/10th/11th grade-PSAT/PLAN/ACT scores-Quarterly grades for 12th grade Math class

Entry point for needed interventions Graduation Cohort Data (off track)Credit recovery in the 10th gradeBelow 60% on core benchmark

11th Grade:<10 credits indicators

Essential Components of exiting interventions are:

•When benchmark achieved and maintained; Evidenced by progress monitoring data pointsuniquely matched to skill in plan •Benchmark met on formative assessment data from applicable classroom teacher(s) •Mutual agreement from all key stakeholders that intervention plan can be exited.Exiting: As student is making progress toward benchmark first decrease frequency thendecrease intensity

Behavior:-SIRs reports• Suspensions• Skipping/Tardy• Non-compliance-Attendance Reports• Daily and period attendance collected (5/10 day reports, 6/15 unexcused absences)• 18 days missed prior year• Letters sent home• SAP identified at-risk students• Attendance ContractsEntry point for needed interventionsAttendance/Suspension•(Significant Risk): Suspension from previous year and, 15 or more absences from previousyearQ1: *(Concern) 6-10 absences(Significant Risk) 11+ absencesQ2: (Concern) 3-6 absences(Significant Risk) 7+ absencesQ3: (Concern) 5-8 absences (Significant Risk) 7+ absencesQ4: (Concern) 8-10 absences (Significant Risk) 11+ absencesExiting: As student is making progress toward benchmark first decease frequency andthen decrease intensity.



Page 20 of 21


Intervention Structure

Literacy CoachENG I Year Long CourseBlock schedulingLiteracy Strategies (school-wide)Objective Recovery GradPointAdvisory Period (Friday)Ram Readiness (Mon-Thurs)Peer TutoringSummer School Institute (Rising 9th Graders Only-Math & ELA)

Summer School Remediation/RetestCounselor/Admin TeamsPBIS (1st year)ALCASD-tutoringIntervention Team Consultations/CaseloadClear consistent expectations for classwork & gradesAll grades are up to date, entered on a weekly basisExchange Church Mentoring Group

Block schedulingLiteracy Strategies (school-wide)Objective Recovery GradPointAdvisory Period (Friday)Ram Readiness (Mon-Thurs)Peer TutoringSummer School Institute (Incoming 9th Graders-Math & Eng)

Summer School Remediation/RetestCounselor/Admin TeamsALCASD-tutoringAfter School Credit RecoveryPBIS (1st year)Intervention Team Consultations/CaseloadClear consistent expectations for classwork & gradesAll grades are up to date, entered on a weekly basisExchange Church Mentoring Group

Block schedulingBST (Special Programs)

ISS Objective Recovery GradPointAdvisory Period (Friday)Ram Readiness (Mon-Thurs)GradPointPeer TutoringSummer SchoolSAP counselorCounselor/Admin TeamsALCASD-(tutoring and minor offenses)After School Credit RecoveryPBIS (1st year)Intervention Team Consultations/CaseloadClear consistent expectations for classwork & gradesAll grades are up to date, entered on a weekly basisExchange Church Mentoring Group

Instruction

1)Make-up Work2)Test-Retakes3)Communication4)Literacy Coach meeting with PLTs5)Weekly PLT6)Standard course of study7)PLT’s Academic Recovery Plan8)CMAPP9)Extended time10)Read aloud11)Mark in Book12)Separate setting13)Ram Readiness14)The Rolesville Pact15) Summer School Institute for Incoming 9th Graders Math & ENG16)Math and English Block Classes17) GradPoint Alignment with academic classes18) IEP information sheets to determine goals, specific modifications, interventions,strategiesfor students19)ALC20)ASD-tutoring21)Literacy Strategies (school-wide)22) Literacy Coach23) PLT on Core 6 & Intervention Strategies24) Parent/guardian conference & communication

25) Year long ENG I

1)Make-up Work2)Test-Retakes3)Communication4)Weekly PLT5)Standard course of study6)PLT’s Academic Recovery Plan7)CMAPP8)Extended time9)Read aloud10)Mark in Book11)Separate setting12)Ram Readiness13)The Rolesville Pact14) Summer School Institute for Incoming 9th Graders Math & ENG15)Math and English Block Classes16)GradPoint Alignment with academic classes17)IEP information sheets to determine goals, specific modifications, interventions,strategies for students18)ALC19)ASD-tutoring20)Foundation Math I, II, & III course electives21)PLT on Core 6 & Intervention Strategies22) Parent/guardian conference & communication

1)Make-up Work2)Test-Retakes3)Communication4)BST (special programs)5)Weekly PLT6)Standard course of study7)PLT’s Academic Recovery Plan8)CMAPP9)Extended time10)Read aloud11)Mark in Book12)Separate setting13)Ram Readiness14)The Rolesville Pact15)Summer Math & ENG Program16)Math and EnglishBlock Classes17)GradPoint Alignment with academic classes18)IEP information sheets to determine goals, specific modifications, interventions,strategies for students19)ALC20)ASD21) Core 6 Literacy Strategies22) Literacy Coach23) PLT on Core 6 & Intervention Strategies24) Parent/guardian conference & communication

25) ISS



Page 21 of 21


Assessment and ProgressMonitoring

Assessment Data

1)Numbers of F- data will be used to determine if additional intervention is needed or ifintervention is working. This will help determine the intensity and frequency of interventions2)ISS & ALC, discipline referral data will be used to determine the effectiveness of theprogram. Is there a reduction in the number of same students being referred? Is there aparticular teacher that is referring specific group of students? This will determine the need forcontinuation of diversity training3)Office discipline referrals: use data to help determine root cause of student's discipline.4)Attendance data: will be used to connect students with mentors and/or support program,home visits by counselors, administration team and SRO officer5)Number of High School Credits-students referred to GradPoint, block scheduling,additional academic support needed6)Teacher Input students who continue to need help but have not been identified by theIntervention Team

Progress Monitoring: will be done weekly,monthly, quarterly and yearly.

Information will be presented to Intervention Team to determine the effectiveness of supportprograms and classroom interventions. Intervention Team meets 1st and 3rd Monday todiscuss specific students and/or groups of students having similar weaknesses. Theintervention team also has an ongoing discussion on our school strengths and ways toimprove the effectiveness of instruction, curriculum and environment for all students.

Assessment Data

1)Numbers of F- data will be used to determine if additional intervention is needed or ifintervention is working. This will help determine the intensity and frequency of interventions2)ISS & ALC, discipline referral data will be used to determine the effectiveness of theprogram. Is there a reduction in the number of same students being referred? Is there aparticular teacher that is referring specific group of students? This will determine the needfor continuation of diversity training3)Office discipline referrals: use data to help determine root cause of student'sdiscipline.4)Attendance data: will be used to connect students with mentors and/or supportprogram, home visits by counselors, administration team and SRO officer5)Number of High School Credits-students referred to GradPoint, block scheduling,additional academic support needed6)Teacher Input students who continue to need help but have not been identified by theIntervention Team


Information will be presented to Intervention Team to determine the effectiveness ofsupport programs and classroom interventions. Intervention Team meets 1st and 3rd

Monday to discuss specific students and/or groups of students having similar weaknesses.The intervention team also has an ongoing discussion on our school strengths and ways toimprove the effectiveness of instruction, curriculum and environment for all students.

Assessment Data

1)Numbers of F- data will be used to determine if additional intervention is needed or ifintervention is working. This will help determine the intensity and frequency ofinterventions2)ISS & ALC, discipline referral data will be used to determine the effectiveness of theprogram. Is there a reduction in the number of same students being referred? Is there aparticular teacher that is referring specific group of students? This will determine the needfor continuation of diversity training3)Office discipline referrals: use data to help determine root cause of student'sdiscipline.4)Attendance data: will be used to connect students with mentors and/or supportprogram, home visits by counselors, administration team and SRO officer5)Number of High School Credits-students referred to GradPoint, block scheduling,additional academic support needed6)Teacher Input students who continue to need help but have not been identified by theIntervention Team


Information will be presented to Intervention Team to determine the effectiveness ofsupport programs and classroom interventions. Intervention Team meets 1st and 3rd

Monday to discuss specific students and/or groups of students having similar weaknesses.The intervention team also has an ongoing discussion on our school strengths and ways toimprove the effectiveness of instruction, curriculum and environment for all students.

Curriculum/Resources

Intervention CentralEasycbm.comNational Center on Student Progress MonitoringWhy Try?50 Instructional Routines to Develop Content LiteracyHow RTI works in Secondary SchoolsBuilding A Framework for Success



Documents

School: Rolesville HS School Improvement Plan 2014-2016...Plan Year 2014-2016 Page 1 of 21 Data Components Areas of Strengths Areas of Concern Student Achievement According to the