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
CEEC Contact Information
School:
Address:
Learning Community
Charlotte Engineering Early
College
9000 Robert Snyder Road
Charlotte, NC 28267
East
Courier Number:
Phone Number:
980-343-9898
Fax Number:
980-343-2517
School Website:
Principal:
Will Leach
Learning Community Superintendent:
Tonya Kales
567
http://schools.cms.k12.nc.us/ceecHS/Pages
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
Principal
Assistant Principal Representative
Teacher Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Name
Will Leach
N/A
Gayle Scott
Hannah Brooks
Mary Towe
N/A
Jamella Ewell
Rachel Smith
Amy Murray
Email Address
Date
Elected
Will.leach@cms.k12.nc.us
Gaylem.scott@cms.k12.nc.us
Hannahk.smith@cms.k12.nc.us
m.towe@cms.k12.nc.us
9/12/2014
9/12/2014
9/12/2014
jamellar@msn.com
rachelrx@gmail.com
aemurray@carolina.rr.com
9/18/14
9/18/14
9/18/14
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2014-2015 CEEC School Improvement Plan Report
Parent Representative
Parent Representative
Michael Green
Valerie Edwards
Mgreen3@carolina.rr.com
Valerie.edwards@cms.k12.nc.us
9/18/14
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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2014-2015 CEEC School Improvement Plan Report
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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2014-2015 CEEC School Improvement Plan Report
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
5
2014-2015 CEEC School Improvement Plan Report
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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2014-2015 CEEC School Improvement Plan Report
2014-15 Student Demographics (as of 9/16/2014)
Grade
09
Total
N
%
N
%
Female
41
41.4
41
41.4
Male
58
58.6
58
58.6
Total
99
100.0
99
100.0
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
Hispanic
Total
20
20.2
20
20.2
Non-Hispanic
Total
79
79.8
79
79.8
School Total
Race
Ethnicity
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2014-2015 CEEC School Improvement Plan Report
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
Total
2
2.0
2
2.0
Non-LEP
Total
97
98.0
97
98.0
No
Total
99
100.0
99
100.0
No
Total
93
93.9
93
93.9
Yes
Total
6
6.1
6
6.1
LEP Status
McKinney Vento
504 Plan
8
2014-2015 CEEC School Improvement Plan Report
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 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 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 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 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 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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2014-2015 CEEC School Improvement Plan Report
SMART Goal (1):
Provide a duty-free lunch period for every teacher on a daily basis.
Duty Free Lunch for Teachers
Strategic Plan Goal:
Strategic Plan Focus Area:
Navigator Pathway:
Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and
customer service
School Safety
Enter Kindergarten ready
Advanced Reading in K-2
At/Above Grade Level in
Math Grades 3-5
Data Used:
Successful completion of
Math I in grade 9
At/Above Grade Level in
Reading/Writing Grade 3
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
At/Above Grade Level in
Reading/Writing Grade 7
Score 1550 on SAT or 22
on ACT
CEEC Master Schedule
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
A component of the CEEC master Will Leach/
schedule includes a Smart Lunch. Principal
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
Students will gain access to
teachers during the school
day for extra academic
assistance.
N/A
Personnel
Involved
All CEEC
Teachers
Timeline
(Start—End)
 Interim
Dates
Aug. 2014June 2015
10
2014-2015 CEEC School Improvement Plan Report
students which classrooms
are open each day.
11
2014-2015 CEEC School Improvement Plan Report
SMART Goal (2):
Duty Free Instructional Planning Time
Strategic Plan Goal:
Strategic Plan Focus Area:
Navigator Pathway:
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.
Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and
Cultural competence.
High Engagement
Enter Kindergarten ready
Advanced Reading in K-2
At/Above Grade Level in
Math Grades 3-5
Data Used:
Successful completion of
Math I in grade 9
At/Above Grade Level in
Reading/Writing Grade 3
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
At/Above Grade Level in
Reading/Writing Grade 7
Score 1550 on SAT or 22
on ACT
CEEC Master Schedule
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
All teachers during the 2014Leach/Principal
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
Master Schedule
Time each day for teachers
to plan engaging instruction
for students.
N/A
Personnel
Involved
Leach/
Principal
Timeline
(Start—End)
 Interim
Dates
Aug. 2014June 2015
12
2014-2015 CEEC School Improvement Plan Report
minutes during Smart
Lunch.
13
2014-2015 CEEC School Improvement Plan Report
SMART Goal (3):
Anti-Bullying / Character Education
Strategic Plan Goal:
Strategic Plan Focus Area:
Navigator Pathway:
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe
learning environment free of bullying and harassing behaviors.
Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and
cultural competence.
School Safety
Enter Kindergarten ready
At/Above Grade Level in
Math Grades 3-5
Data Used:
Advanced Reading in K-2
Successful completion of
Math I in grade 9
At/Above Grade Level in
Reading/Writing Grade 3
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
At/Above Grade Level in
Reading/Writing Grade 7
Score 1550 on SAT or 22
on ACT
National data related to school culture
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
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 N/A
their counselor at least once
per week in a classroom
setting.
Towe/
Counselor
Aug. 2014June 2015
Character Education
 Character Education will be
the primary focus of the
counselor and CDC during
the freshmen seminar block.
 Create a Student-of-theMonth award.
 Partner with the UNC
Charlotte Center for STEM
Towe/
Counselor
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
Towe/
Counselor
Aug. 2014June 2015
Osborne/CDC
State 055
Funding
Personnel
Involved
Timeline
(Start—End)
 Interim
Dates
Osborne/
CDC
14
2014-2015 CEEC School Improvement Plan Report
Education to participate in a
service learning project on
campus.
School Health Team

CEEC will focus on student
wellness during the 201415 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.
a service learning project on
the UNC Charlotte Campus.
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. 2014June 2015
15
2014-2015 CEEC School Improvement Plan Report
SMART Goal (4):
Strategic Plan Goal:
Strategic Plan Focus Area:
Navigator Pathway:
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.
Goal 1: Maximize academic achievement in a personalized 21st-century learning environment
for every child to graduate college- and career-ready
Academic growth/high academic achievement
Enter Kindergarten ready
At/Above Grade Level in
Math Grades 3-5
Data Used:
Advanced Reading in K-2
Successful completion of
Math I in grade 9
At/Above Grade Level in
Reading/Writing Grade 3
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
At/Above Grade Level in
Reading/Writing Grade 7
Score 1550 on SAT or 22
on ACT
EOG Data, EVAAS Data
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
The use of the quarterly
assessment data will allow
us to modify instruction and
provide opportunities for
remediation/enrichment.
State 055
Funding
Develop quarterly assessments Leach/Principal
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
Use EVAAS, EOG and other
Leach/Principal
data to target specific groups of
students to provide instruction
Personnel
Involved
Leach/
Principal
Timeline
(Start—End)
 Interim
Dates
Sept. 2014June 2015
Scott/Math
Teacher
Brooks/
Biology
Teacher
Providing time outside of
the classroom will enhance
student learning.
State 055
Funding
Leach/
Principal
Oct. 2014June 2015
16
2014-2015 CEEC School Improvement Plan Report
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.
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.
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.
Scott/Math
Teacher
Brooks/
Biology
Teacher
Leach/Principal
Foundation of Math I allows
for 180 days of instruction
and will build a solid
foundation.
State 055
Funding
Leach/
Principal
June 2014Sept. 2014
Leach/Principal
Standards-Based Grading
provided the framework so
that students master course
objectives.
State 055
Funding
Leach/
Principal
Sept. 2014June 2015
17
2014-2015 CEEC School Improvement Plan Report

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
August
2014August
2015
Brooks/
Biology
Teacher
18
2014-2015 CEEC School Improvement Plan Report
SMART Goal (5):
Strategic Plan Goal:
Students will complete two cross-curricular projects during the 2014-15 school year.
Goal 6: Recruit, develop, retain and reward a premier workforce
Strategic Plan Focus Area:
Navigator Pathway:
Individualized professional development
Enter Kindergarten ready
At/Above Grade Level in
Math Grades 3-5
Data Used:
Advanced Reading in K-2
Successful completion of
Math I in grade 9
At/Above Grade Level in
Reading/Writing Grade 3
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
At/Above Grade Level in
Reading/Writing Grade 7
Score 1550 on SAT or 22
on ACT
PDP Information, Higher Order Thinking Research
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
Utilize the NC New Schools
Instructional Coach to deliver
preliminary professional
development related to ProjectBased 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
Personnel
Involved
All CEEC
Staff
Timeline
(Start—End)
 Interim
Dates
Oct. 2014June 2015
Leslie
Eaves, NC
New School
Coach
19
2014-2015 CEEC School Improvement Plan Report
Attended professional
Leach/Principal
development offered by The
Buck Institute, a nationally
recognized leader in ProjectBased 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.
Plan and Implement two cross- Howard/Lead
curricular projects during the
Teacher
spring semester.
 Lead Teacher will facilitate,
with the assistance from
our NC New Schools
Instructional Coach, the
plans for two crosscurricular projects.
 Schedule release time for
teachers to plan and
develop a performance
rubric.
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. 2015June 2015
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. 2015June 2015
20
2014-2015 CEEC School Improvement Plan Report
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.
Strategic Plan Focus Area: Academic growth/high academic achievement
At/Above Grade Level in
At/Above Grade Level in
Navigator Pathway:
Enter Kindergarten ready
Advanced Reading in K-2
Reading/Writing Grade 3
Reading/Writing Grade 7
At/Above Grade Level in
Math Grades 3-5
Data Used:
Successful completion of
Math I in grade 9
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
Prior EOG Data, EVAAS Data, School Net Formative Data
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
1. Common assessments
 Pre- and post- assessments
Leach/Principal
Completed pre and post
assessments for Math I and
Biology and baseline EOC
scores.
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

created in School Net aligned
to objectives.
Develop quarterly formative
assessments in Math I and
Biology.
2. Data disaggregation
 Process of monitoring student

Score 1550 on SAT or 22
on ACT
achievement by objective in
order to facilitate
remediation/intervention plans
(i.e. RTI)
Use daily and quarterly
formative assessment data to
provide remediation and
Personnel
Involved
Timeline
School
Funds for
materials (if
needed)
Leach
Scott
Brooks
Howard
Oct. 2014June 2015
School
funds for
materials (if
needed)
Leach
Scott
Brooks
Howard
Oct. 2014June 2015
(Start—End)
 Interim
Dates
21
2014-2015 CEEC School Improvement Plan Report

intervention for all students.
Implement school-wide
standards-based grading
plan.
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.
opportunities to master
content.
Leach/Principal
Use information gained from
data disaggregation to form
flexible groups in Math I and
Biology.
School
funds for
materials (if
needed)
Leach
Scott
Brooks
Howard
Oct. 2014June 2015
22
2014-2015 CEEC School Improvement Plan Report
Mastery Grading Procedures Plan – Required for All Schools
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
At/Above Grade Level in
At/Above Grade Level in
Navigator Pathway:
Enter Kindergarten ready
Advanced Reading in K-2
Reading/Writing Grade 3
Reading/Writing Grade 7
Strategic Plan Goal:
At/Above Grade Level in
Math Grades 3-5
Data Used:
Students will have
additional opportunities to
master content.
School
funds for
materials (if
needed)
All CEEC
Staff
Sept. 2014Oct. 2015
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. 2014Oct. 2015
Leach/Principal
Grading Plan lists
requirements for posting
grades. Power School
access provided to all
N/A
All CEEC
Staff
Sept. 2014Oct. 2015
holding students accountable
for completing assignments
Expectations listed in school
grading plan.
6. Grade reporting

Set expectations for the
timeliness of recording grades
in PowerSchool (initial grades
and final grades after retest if
Score 1550 on SAT or 22
on ACT
Leach/Principal
accountable for learning via reteaching, re-assessment and
assigning a final value (i.e.
84%)
Standards Based Grading is
being implemented for the
2014-15 school year.
5. Late and make-up work
 School expectations for

Take and pass at least 1
AP/IB/Post-Secondary class &
exam
Prior EOG Data, EVAAS Data, School Net Formative Data
4. Additional learning
opportunities
 Process of holding students

Successful completion of
Math I in grade 9
23
2014-2015 CEEC School Improvement Plan Report
applicable)

parents.
Grades will be posted and
updated at least once per
week.
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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2014-2015 CEEC School Improvement Plan Report
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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2014-2015 CEEC School Improvement Plan Report
3.
4.
5.
6.
7.
We can control grading practices
Standards-Based Grading reduces meaningless paperwork
It helps teachers adjust instruction
It teaches what quality looks like.
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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2014-2015 CEEC School Improvement Plan Report
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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2014-2015 CEEC School Improvement Plan Report
Percentage Breakdown:
Class work/Informal Assessments/Homework
Formal Assessments
30% of quarter grade
70% 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.
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 16 class
work/informal/homework grades per quarter for
classes that meet daily.
**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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2014-2015 CEEC School Improvement Plan Report
Homework is an important teaching and learning strategy.
A.
Guidelines for Teachers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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.
Homework assessment and grading procedures must be clearly defined at the beginning of a course and communicated
to students and parents.
Grades for homework should have a limited effect in determining a student’s final grade.
Each homework assignment should have clearly stated purposes and be an extension of class work.
Homework should be age appropriate in terms of content, activities, and length of assignment. See Section D below for
recommendations of average homework times.
Homework should be assigned with awareness of the home resources available to a student and the family.
All completed homework should be evaluated and returned to the student within a reasonable length of time.
Homework should not be assigned without adequate student preparation.
Homework shall not be assigned for disciplinary purposes.
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.
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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2014-2015 CEEC School Improvement Plan Report
B.
Responsibilities of Students
1.
2.
3.
4.
C.
A student should ask questions in class if unsure of an assignment.
A student should complete homework in as neat and accurate a manner as possible.
A student should schedule study time so that projects and long term assignments are planned and completed over a
period of time.
A student should copy and take home assignments.
Promotion of Parent Involvement
Teachers should encourage parents to support their student’s homework by taking the following actions:
1.
2.
3.
4.
D.
Promote a positive attitude toward homework.
Provide a consistent time and a suitable place for study.
Make resource materials available whenever possible.
Communicate to the teacher special circumstances that may affect the child’s ability to complete assignments.
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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2014-2015 CEEC School Improvement Plan Report
CEEC- 600 Waiver Requests
Request for Waiver
1.
Insert the waivers you are requesting

2.
Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]
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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2014-2015 CEEC School Improvement Plan Report
Approval of Plan-Signatures on File
Committee Position
Principal
Assistant Principal Representative
Teacher Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Name
Signature
Date
Will Leach
N/A
Hannah Brooks
Gayle Scott
Mary Towe
N/A
Michael Green
Jamella Ewell
Rachel Smith
Amy Murray
Valerie Edwards
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2014-2015 CEEC School Improvement Plan Report
Quarter 2 Review
Committee Position
Name
Signature
Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
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2014-2015 CEEC School Improvement Plan Report
Quarter 3 Review
Committee Position
Name
Signature
Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
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2014-2015 CEEC School Improvement Plan Report
Quarter 4 Review
Committee Position
Name
Signature
Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
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