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 Garinger High School School Improvement Plan Report
Garinger High School Contact Information
School:
Address:
Learning Community
Garinger High School
Courier Number:
397
1100 Eastway Drive
Phone Number:
980-343-6450
Charlotte NC 28205
Fax Number:
980-343-1475
Northeast, Garinger
Feeder Pattern
School Website:
Principal:
Mike Drye
Learning Community Superintendent:
Charity Bell
Schools.coms.k12.nc.us/garingerHS/Pages/Default.aspx
Garinger High 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 (ESL)
Teacher Representative (ELA)
Teacher Representative (EC)
Teacher Representative (SS)
Teacher Representative (Science)
Teacher Representative (Math)
Teacher Representative (CTE)
Name
Mike Drye
Karen Mitchell
Chavonya Jeter
Kathryn Watson
Tamika Jackson
Brian Berlin
Nemal Patel
Andrew Pinckney
Sherry Lassiter-McCullers
Email Address
Mike.drye@cms.k12.nc.us
Karens.mitchell@cms.k12.nc.us
Chavonya.jeter@cms.k12.nc.us
Kathrynm.watson@cms.k12.nc.us
Tamikaj.jackson@cms.k12.nc.us
Brian.berlin@cms.k12.nc.us
Namalk.patel@cms.k12.nc.us
Andrew1.pinckney@cms.k12.nc.us
S1.lassiter-mcculler@cms.k12.nc.us
Date
Elected
9/10/14
9/10/14
9/10/14
9/10/14
9/10/14
9/10/14
9/10/14
9/10/14
2
2014-2015 Garinger High School School Improvement Plan Report
Inst. Support Representative
Electives
Electives
Classified Staff
Classified Staff
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Glenn Shelton
Glenn1.shelton@cms.k12.nc.us
9/10/14
CPT Elmore Brown
Elmore.brown@cms.k12.nc.us
9/10/14
CSM Jacqueline Thomas
Warren Stukes
Myra Dorsey
Jenita Hooks
Basheem Bey
Rhonda Nash
Rev. Elbert Ray Whitehead
Michael Plott
Janice Clawson
Tara Prince
Cardelia Burton
Nina McReed
Jacquelineb.thomas@cms.k12.nc.us
Warren.stukes@cms.k12.nc.us
Myra1.dorsey@cms.k12.nc.us
jhooks@rhanet.org
caoubey@aol.com
rhondacureton@yahoo.com
whiteheadelbert@yahoo.com
mikeplott@yahoo.com
Janice.clawson@piedmontng.com
taramprince@yahoo.com
Cardeliaburton@yahoo.com
Massey.mcreed1014@gmail.com
9/10/14
9/17/14
9/17/14
10/14/14
10/14/14
10/14/14
10/14/14
10/14/14
10/14/14
10/14/14
10/14/14
10/14/14
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and
productive life.
School: Garinger prepares all students to be successful in their future endeavors of choice, regardless of background,
circumstance, or prior experience.
Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: The mission of Garinger is to prepare, empower, and expect every student to be productive and successful
citizens in the future global economy.
Garinger Shared Beliefs
3
2014-2015 Garinger High School School Improvement Plan Report






All students are (and should be) lifelong learners
The school community benefits from diverse
backgrounds
All students can grow academically at high levels
Our staff is capable of providing a rigorous education
for all students
A safe environment is crucial to an effective
instructional and learning environment.
The school- and larger CMS-community are invested
in the success of Garinger High School




The ability to read, write, and communicate--critically
and well—is the single-most important academic skill
students will ever learn
Positive parental involvement is crucial and beneficial
to the overall success of students
Disadvantaged populations, especially English
Language Learners and Exceptional Children, can
grow academically at similar rates to nondisadvantaged students.
The use of instructional data, on a regular and ongoing basis, greatly enhances the effectiveness of
instruction and learning.
Garinger SMART Goals






Garinger will increase the 4-year cohort graduation rate to 90% in 2014-15.
Garinger will achieve a school “grade” of C or higher, as measured by the NC School Accountability System (in development)
Garinger will increase our ACT proficiency rating to 30% in 2014-15.
Garinger will increase SAT participation by 50% over 2013-14 and composite score by 50 points over 2013-14
Garinger will decrease the suspension rate as percentage of student body by 5% from 2013-14 levels
Garinger will increase the AP enrollment, percentage of students actually taking AP test, and average performance on test (1-5
scale)
4
2014-2015 Garinger High School School Improvement Plan Report
Garinger High Assessment Data Snapshot
Attendance and Suspensions Summary: 2012-2013
N
635
713
1,348
%
47.1
52.9
100.0
Perfect
Attendance
N
%
29
4.6
43
6.0
72
5.3
N
606
670
1,276
%
95.4
94.0
94.7
Excused
Absences
N
%
385
60.6
380
53.3
765
56.8
Total
754
55.9
43
Total
Total
Total
Total
Total
235
125
124
1
109
17.4
9.3
9.2
0.1
8.1
13
5
4
0
7
5.7
711
94.3
441
58.5
687
5.5
4.0
3.2
0.0
6.4
222
120
120
1
102
94.5
96.0
96.8
100.0
93.6
127
62
77
0
58
54.0
49.6
62.1
0.0
53.2
217
117
120
1
96
Total
Total
393
955
29.2
70.8
18
54
4.6
5.7
375
901
95.4
94.3
214
551
54.5
57.7
Total
Total
Total
25
1,151
172
1.9
85.4
12.8
2
62
8
8.0
5.4
4.7
23
1,089
164
92.0
94.6
95.3
12
660
93
Total
Total
307
1,041
22.8
77.2
25
47
8.1
4.5
282
994
91.9
95.5
Total
Total
1,329
19
98.6
1.4
72
0
5.4
0.0
1,257
19
Total
Total
1,329
19
98.6
1.4
69
3
5.2
15.8
1,260
16
Total Enrolled
School Total
Race
African
American
American Indian
Asian
More Than One
Pacific Islander
White
Ethnicity
Hispanic
Non-Hispanic
EC Category
AIG
Non-EC
SWD
LEP Status
LEP
Non-LEP
McKinney Vento
No
Yes
504 Plan
No
Yes
Female
Male
Total
Has an Absence
Unexcused
Absences
N
%
585
92.1
653
91.6
1,238
91.8
ISS
OSS
N
94
169
263
%
14.8
23.7
19.5
N
101
184
285
%
15.9
25.8
21.1
91.1
194
25.7
205
27.2
92.3
93.6
96.8
100.0
88.1
37
3
16
1
12
15.7
2.4
12.9
100.0
11.0
42
6
17
0
15
17.9
4.8
13.7
0.0
13.8
368
870
93.6
91.1
55
208
14.0
21.8
61
224
15.5
23.5
48.0
57.3
54.1
23
1,055
160
92.0
91.7
93.0
4
224
35
16.0
19.5
20.3
7
234
44
28.0
20.3
25.6
151
614
49.2
59.0
276
962
89.9
92.4
33
230
10.7
22.1
41
244
13.4
23.4
94.6
100.0
753
12
56.7
63.2
1,219
19
91.7
100.0
253
10
19.0
52.6
275
10
20.7
52.6
94.8
84.2
754
11
56.7
57.9
1,223
15
92.0
78.9
255
8
19.2
42.1
280
5
21.1
26.3
5
2014-2015 Garinger High School School Improvement Plan Report
Attendance and Suspensions Summary: 2013-2014
N
618
722
1,340
%
46.1
53.9
100.0
Perfect
Attendance
N
%
19
3.1
34
4.7
53
4.0
N
599
688
1,287
%
96.9
95.3
96.0
Excused
Absences
N
%
414
67.0
447
61.9
861
64.3
Total
Total
Total
Total
Total
Total
711
258
130
115
3
123
53.1
19.3
9.7
8.6
0.2
9.2
30
8
8
4
0
3
4.2
3.1
6.2
3.5
0.0
2.4
681
250
122
111
3
120
95.8
96.9
93.8
96.5
100.0
97.6
462
165
76
78
2
78
65.0
64.0
58.5
67.8
66.7
63.4
649
239
118
111
3
114
Total
Total
433
907
32.3
67.7
15
38
3.5
4.2
418
869
96.5
95.8
275
586
63.5
64.6
Total
Total
Total
23
1,150
167
1.7
85.8
12.5
0
51
2
0.0
4.4
1.2
23
1,099
165
100.0
95.6
98.8
18
720
123
Total
Total
326
1,014
24.3
75.7
19
34
5.8
3.4
307
980
94.2
96.6
Total
Total
1,311
29
97.8
2.2
51
2
3.9
6.9
1,260
27
Total
Total
1,303
37
97.2
2.8
51
2
3.9
5.4
1,252
35
Total Enrolled
School Total
Female
Male
Total
Has an Absence
Unexcused
Absences
N
%
576
93.2
658
91.1
1,234
92.1
ISS
OSS
N
87
128
215
%
14.1
17.7
16.0
N
90
148
238
%
14.6
20.5
17.8
91.3
92.6
90.8
96.5
100.0
92.7
150
28
4
14
1
18
21.1
10.9
3.1
12.2
33.3
14.6
167
33
6
15
1
16
23.5
12.8
4.6
13.0
33.3
13.0
404
830
93.3
91.5
53
162
12.2
17.9
52
186
12.0
20.5
78.3
62.6
73.7
23
1,058
153
100.0
92.0
91.6
2
184
29
8.7
16.0
17.4
4
190
44
17.4
16.5
26.3
201
660
61.7
65.1
292
942
89.6
92.9
43
172
13.2
17.0
38
200
11.7
19.7
96.1
93.1
836
25
63.8
86.2
1,207
27
92.1
93.1
206
9
15.7
31.0
229
9
17.5
31.0
96.1
94.6
838
23
64.3
62.2
1,199
35
92.0
94.6
209
6
16.0
16.2
227
11
17.4
29.7
Race
African American
American Indian
Asian
More Than One
Pacific Islander
White
Ethnicity
Hispanic
Non-Hispanic
EC Category
AIG
Non-EC
SWD
LEP Status
LEP
Non-LEP
McKinney Vento
No
Yes
504 Plan
No
Yes
Paste desired SIP data reports from Principal Portal here. Please note that 2012-13 data is currently not available.
6
2014-2015 Garinger High School School Improvement Plan Report
Charlotte-Mecklenburg Schools: School Improvement Plan
Comprehensive Data Snapshot
AMO Target Summary 2013-2014
Garinger High School
Reading
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
348
2
43
161
127
5
10
313
95
36
7
Participation Percent
0
95
Insuf.
Insuf.
32
3
8
91
Not
Met
64
94
Not
Met
32
Insuf.
2
94
Not
Met
260
0
Met
93
Not
Met
104
0
Insuf.
91
Not
Met
133
0
Proficiency Denominator
93
Not
Met
282
Proficiency Percent
23.4
0
6.3
24.8
26.0
0
0
23.1
1.6
9.4
0
Goal Percent
57.1
Not
Met
42.2
68.1
Not
Met
39.9
Not
Met
46.8
Not
Met
59.5
67.4
93.5
Insuf.
14.5
Not
Met
22.6
Insuf.
42.4
Not
Met
Met/CI
Insuf.
Participation Status
Proficiency Status
Math
Insuf.
7
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
348
2
43
161
127
5
10
313
95
36
7
Participation Percent
0
91
Not
Met
107
Insuf.
Insuf.
3
8
91
Not
Met
255
77
Not
Met
58
92
Not
Met
30
0
2
91
Not
Met
127
0
Insuf.
77
Not
Met
29
0
Proficiency Denominator
89
Not
Met
276
Proficiency Percent
11.2
0
0
7.1
15.9
0
0
11.8
0.0
3.3
0
Goal Percent
44.6
Not
Met
36.2
66.7
53.6
Insuf.
Insuf.
32.0
Not
Met
14.8
Not
Met
18.7
Not
Met
84.0
Insuf.
36.6
Not
Met
44.3
Insuf.
28.5
Not
Met
Participation Status
Proficiency Status
Insuf.
7
Insuf.
Science
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
229
0
22
129
64
1
12
189
48
21
3
Participation Percent
79
Not
Met
164
0
0
0
Insuf.
Insuf.
Insuf.
0
15
1
8
65
Not
Met
29
0
Insuf.
80
Not
Met
141
0
Insuf.
86
Not
Met
52
0
~
76
Not
Met
87
16
2
Participation Status
Proficiency Denominator
7
2014-2015 Garinger High School School Improvement Plan Report
Proficiency Percent
30.5
0
0
35.6
25.0
0
0
31.9
0
0
0
Goal Percent
55.9
Not
Met
0
73.0
37.7
57.2
65.5
27.9
89.8
Insuf.
Met/CI
Insuf.
Insuf.
41.7
Not
Met
15.4
~
46.1
Not
Met
Insuf.
Insuf.
Insuf.
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
978
6
104
481
345
14
28
875
263
105
15
Proficiency Status
Current Year EOC
Participation Denominator
Participation Percent
96
0
99
96
95
0
0
96
96
95
0
Participation Status
Met
Insuf.
Met
Met
Met
Insuf.
Insuf.
Met
Met
Met
Insuf.
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
ACT
246
0
26
136
70
1
12
199
50
25
2
Participation Percent
0
0
96
0
Insuf.
Insuf.
Met
Insuf.
Insuf.
0
21
1
9
180
90
Not
Met
39
0
Insuf.
90
Not
Met
62
0
~
94
Not
Met
120
0
Proficiency Denominator
92
Not
Met
214
20
2
Proficiency Percent
19.2
0
0
20.8
12.9
0
0
17.8
0.0
0
0
Goal Percent
62.7
Not
Met
0
74.7
74.7
Insuf.
16.2
Not
Met
95.0
Insuf.
45.5
Not
Met
24.7
Insuf.
49.8
Not
Met
64.0
~
40.1
Not
Met
Insuf.
Insuf.
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Participation Denominator
11
0
1
6
3
0
1
6
1
1
0
Participation Percent
0
0
0
0
0
0
0
0
0
0
0
Insuf.
~
Insuf.
Insuf.
Insuf.
~
Insuf.
Insuf.
Insuf.
Insuf.
~
Proficiency Denominator
6
0
1
2
3
0
0
4
0
1
0
Proficiency Percent
0
0
0
0
0
0
0
0
0
0
0
Goal Percent
70.6
0
76.6
55.5
68.7
0
0
62.1
0
36.7
0
Proficiency Status
Insuf.
~
Insuf.
Insuf.
Insuf.
~
~
Insuf.
~
Insuf.
~
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Proficiency Denominator
315
2
29
176
87
6
15
246
44
17
8
Proficiency Percent
87.0
0
0
85.8
87.4
0
0
88.2
77.3
0
0
Goal Percent
95.0
95.0
95.0
95.0
95.0
95.0
95.0
95.0
89.7
83.7
95.0
Participation Status
Proficiency Status
ACT WorkKeys
Participation Status
Math Course Rigor
8
2014-2015 Garinger High School School Improvement Plan Report
Not
Met
Insuf.
Insuf.
Not
Met
Not
Met
Insuf.
Insuf.
Not
Met
Not
Met
Insuf.
Insuf.
ALL
AMIN
ASIA
BLCK
HISP
MULT
WHTE
EDS
LEP
SWD
AIG
Standard (4-Year)
87.6
0
0
87.7
85.9
0
0
87.2
90.0
66.7
0
Extended (5-Year)
94.6
0
0
93.3
94.2
0
0
95.0
84.8
0
Status
Met
Insuf.
Insuf.
Met
Met
Insuf.
Insuf.
Met
Met
73.0
Not
Met
Proficiency Status
Graduation Rate
Insuf.
Charlotte-Mecklenburg Schools
School Improvement Plan
READY EOY Assessment Proficiency Summary
Garinger High School
Assessment
EOC Biology
EOC English II
EOC Math I
EOC Composite
School Composite
Subgroup
All
All
All
All
All
2013-2014
2012-2013
% GLP
% CCR
40.8
27.9
% GLP
% CCR
26.6
40.8
27.9
26.6
31.3
19.7
25.5
31.3
19.7
25.5
27.8
15.7
8.1
27.8
15.7
8.1
32.8
20.6
19.4
32.8
20.6
19.4
32.8
20.6
19.4
32.8
20.6
19.4
9
2014-2015 Garinger High School School Improvement Plan Report
Charlotte-Mecklenburg Schools: School Improvement Plan
Staff Profile
Garinger High
Certified And Administrative Staff
Number of Years Experience for Teachers (in CMS only)
Position Title
Count
Total
121
Principal, Senior High
1
Assistant Principal, Sr High 1
3
Dean Of Students
3
Facilitator, Hs Instructional/
1
Facilitator, Technology
1
Teacher, 9-12 English
17
Teacher, Physical Education
6
Teacher, EC General Curriculum
8
Teacher, Biology
5
Teacher, EC Spec Behav SptSC
1
Teacher, Math - 9Th Grade Only
3
Teacher, 9-12 Math
11
Teacher, ROTC
0-3
3-5
5-7
7-10
10-15
15-20
20+
N
%
N
%
N
%
N
%
N
%
N
%
N
%
52
47.7
11
10.1
10
9.2
8
7.3
12
11.0
8
7.3
8
7.3
a
4
Degrees Held By Teachers
Bachelor's
Advanced
Highly Qualified Teachers
Highly Qualified
Not Highly Qualified
10
2014-2015 Garinger High School School Improvement Plan Report
Substitute, Certified Teacher
N
%
N
%
68
62.4
41
37.6
N
%
N
%
62
56.9
47
43.1
2
Teacher, Social Studies
13
Teacher, 9-12 Science
8
Teacher, CTE Business Educatio
8
Teacher, EC Spec Acdemic
Curic
3
Coord, CTE Car Dev
1
Teacher, CTE Health Occupation
1
Teacher, Bilingual / ESL
7
Teacher, CTE Technology
Educat
1
Teacher, 7-12 Art
3
Teacher, History
1
Social Worker, McKinney Vento
1
Teacher, Secondary Dance
1
Coor, CTE HS Inst
1
Teacher, Spanish
2
Teacher, Chemistry
1
Teacher, French
1
Teacher, 7-12 Band
1
Teacher, Chinese
1
11
2014-2015 Garinger High School School Improvement Plan Report
Garinger Profile
Garinger is the oldest continuously operating high school in Charlotte. Beginning as Charlotte High School, then
becoming Central High School (on the current CPCC campus), Garinger moved to its current location in 1958. Garinger
was once the largest and arguably one of the most successful high schools in North Carolina. It unique architecture was
featured in National Geographic Magazine in 1962. Garinger has a long and proud history, but the economic profile and
demographic makeup of the campus and surrounding community has changed markedly over the past 40 years or so.
Garinger has also undergone several major organizational shifts in the past decade, from a comprehensive high school
to five smaller schools-within-a-school, and back to the single comprehensive high school it is today. We offer a
comprehensive Credit Recovery Program that operates continuously throughout the year, allowing students to recover
classes at their own pace. Distinctive in the past year is the emergence and formation of the Garinger Education
Foundation, born of the 50th reunion of the class of 1963. In less than 1 year the Foundation sponsored the first round of
15 “Foundation Scholarships,” and has pledged to fund 15 more each year, renewable, until 60 scholars from four
graduation years are on scholarship at any given time. The Foundation has also begun a mentoring program for all new
Garinger teachers.
Components of a Title I School
1. All Title I schools must complete a comprehensive needs assessment that drives all aspects of school operations.
a.
Poverty and Demographic Data- Garinger consists of 1,778 students. Major racial groups represented are: African-American (49.7%), Asian (8.5%), MultiRacial (8.6%), and White (9.6%). Regarding ethnicity, 37.9% now identify as Hispanic. Male students (957) represent 53.8% of the student body population.
Female students (821) represent 46.2% of the student body population. LEP data is still pending, but our population is approaching ½ ELL, with almost 400
served in the ESL program. (exact data pending).
b. Personnel Data- See Table on Page 8 (just above). At this point, 56.9% of the teaching population Meet Highly Qualified status,
with 43.1% Non Highly Qualified Staff ; however, this will adjust monthly as NCDPI issues new teaching licenses for our significant
number of beginning teachers. There are approximately 6 National Board Certified Teachers.
c. Staff Development- Staff Development is created in order to meet the needs of the staff. Each staff member completed a Needs Assessment
Survey in which they selected areas in which they believe they need professional development. Administration and the SLT then analyze
12
2014-2015 Garinger High School School Improvement Plan Report
the survey data and create a professional development plan for Garinger High School. The Professional Development plan was created in
order to differentiate trainings for teachers who are on different levels professionally, assist teachers in aligning with Common Core and
assists teachers in becoming more reflective through a deeper understanding of the North Carolina Teacher Evaluation. Our Professional
Development will focus on deeper understanding of student-friendly objectives and CCSS/ES, differentiation, effective assessments, rigor
and relevance in the classroom, tracking and data walls, how to interpret data and Literacy across the Disciplines.
2. School reform strategies must be implemented to address the identified needs.
a. Low performing areas and strategies- Students who are currently enrolled in English II, Biology and Algebra I will participate in
before and after school tutoring provided by classroom teachers, as well as during “Wildcat Period,” a 40-minute
intervention/enrichment time that will be integrated into the daily bell schedule (2nd semester, 2014-15). In an effort to increase
academic achievement teachers will participate in weekly ongoing professional development (PLCs) that encourage differentiation,
team teaching collaboration, common assessments (pre and post), and Common Core and Smarter Balanced Assessment practices.
Teachers will conduct data chats within their professional learning community about low -performing students.
b. Procedures to identify low performing students- In an effort to increase academic achievement school wide we will
implement school wide policies in order to monitor student learning. This includes common assessments across all content areas as
well as school wide common planning and a 70/30 grading policy. Each team will participate in monitoring data and using data to
guide instruction. Each content professional learning community will develop student learning objectives that identify instructional
gaps. Garinger will implement school wide academic support systems including comprehensive exam reviews, before and
after school tutorials and our advisory program to implement academic support strategies. Beyond monthly progress reports, student
progress will be assessed with work products and in-class achievement data on a quarterly basis.
c. Strategies to decrease the achievement gap- Students will participate in focused tutoring opportunities after school, as well as
during Wildcat Period (2nd semester). Students will be selected based on teacher recommendation, previous EOC scores
(September 2014 release), CMS at-risk indicator (pending), Graduation Cohort Data, progress reports and report cards. Tutoring
will be provided by teachers whose instructional approaches are researched-based. In an effort to support the High School
Graduation Cohort, a team of designated individuals will conduct monthly check-ins.
d.
Extended Day Opportunities: All staff will utilize all available assessment data and assessments to re-teach and re-assess
fundamental literary and math concepts for students have not reached mastery. Based on availability of funding Title I tutors
will be hired. Title I tutors will regularly collaborate with the core teachers during regularly scheduled teacher planning.
13
2014-2015 Garinger High School School Improvement Plan Report
Collaboration among the teachers and tutors will continue as the tutors become regular participants and contributors within the
standing Language Arts and Mathematics Professional Learning Communities to monitor the overall performance of the
targeted students, and serve as an integral part of the teams that identify additional strategies to support the students. Tutors will
work directly with students during scheduled class times in individual and in small group sessions.
e.
Minority, poverty and Language Limited Students- Our intervention team members meet weekly in order to discuss
students who are academically and socially struggling. The committee consists of teachers who know the students, counselors,
social workers and administrators. The goal of the committee is to discuss ways in which to address the issues of each student
brought to the team. The Intervention Team is also responsible for periodically reviewing data (progress reports, report cards,
conference with current teachers, track graduation rate, etc.) for students who have been identified as at-risk through the CMS
portal. LEP teachers meet twice a month as a PLC in order to discuss student progress. The LEP teachers are available to assist
regular education teachers in order to assist with offering strategies to assist LEP students. ACCESS data helps LEP teachers
determine whether students will be removed from the LEP program. Several teachers from each content area are attending SIOP
training. The LEA Coach who is training teachers on SIOP training is also available to assist teachers during planning.
We are continuously trying to close the achievement gap. We are constantly collaborating, building partnerships and
purchasing resources that aid in closing the achievement gap. Our LEA Coachers, Academic Facilitators and teachers are
constantly planning and attending professional developments that address differentiation, common assessments and Common
Core Standards.
3. All instructional staff, including paraprofessionals must be highly qualified according to the criteria set by NCLB.
Garinger instructional staff are comprised of highly qualified teachers in their professional areas, school counselors, a data analyst, an
instructional accountability facilitator, and a new teacher academy director, among others. Staff members who are not Highly Qualified
receive support from school-based staff and the district Human Resources department in the areas of monitoring for additional
coursework in specified content areas and making sure all staff maintain HQ status. Most Non-HQ staff are simply awaiting current
licensure by NCDPI. In the event a class of students is being taught by a non-HQ teacher, letters are distributed to inform parents of the
status of the teachers. It is the goal of school leadership to maintain a highly qualified staff that receives professional development on
highly effective strategies that are proven effective for student learning, specifically students from economically disadvantaged
backgrounds who possess academic deficits.
14
2014-2015 Garinger High School School Improvement Plan Report
4. There must be high quality and ongoing professional development for staff to address the needs of the school.
Teachers completed a Needs Assessment survey. Based upon teacher needs our ongoing staff professional development plan is created.
Differentiated PD sessions are held every other Wednesday after school, as well as during planning periods as necessary. PLCs meet
twice weekly per subject area. In order to assist teachers in teaching and addressing needs of Garinger students, teachers participate in
professional development activities that deepen their understanding of the school’s initiatives and how they align with the Common Core
and the North Carolina Teacher Evaluation. Teachers collaborate with peers, instructional leaders, and administrators in order to
establish a deeper understanding of student-friendly objectives and the Common Core Standards and Essential Standards. Professional
Development consists of training on differentiation, effect assessments, rigor and relevance in the classroom, tracking and data walls,
how to interpret data and literacy across the disciplines. Best practices are shared during teachers’ common planning time. The
Administrative team completes mini-observations to monitor implementation of best practices. PD offerings are constantly evaluated and
refined based upon current needs and requests.
5. There must be strategies in place to recruit highly qualified teachers and place them in areas of greatest need.
Garinger has developed a New Teacher Academy that is supported by our New Teacher Academy Director as well as the entire
administrative team. Weekly (1st two months), then monthly targeted professional development is provided for our new teachers coupled
with regular mini-observations with written and face-to-face feedback. Based on EOC results and EVAAS results teachers have been
strategically placed in the content area in which they are most successful. Teachers are also encouraged to participate in the Fit and
Green Initiative. The Dr. Oz Initiative (HealthCorps) addresses stress and teacher recognition. In order to recruit teachers we work
closely with the VIF and Teach For America offices to hire the best candidates. The recruitment of teachers is facilitated in collaboration
with the CMS Human Resources department. Job vacancies are posted by the school, and highly qualified candidates are screened
through the MyApp 2.0 system. HR recruiters work with the administration team to identify the best possible candidates.
6. Parent involvement is a critical and integral part of day-to-day operations in a Title I school.
There will be a focused effort to elicit support from student families through the family involvement plan which outlines increased
opportunities for parental involvement in school activities and student academic progress. The school uses feedback from parents via
district and school surveys, responding to parent requests from phone calls, conferences, and online feedback emails to continue to
improve relations between the school and parent community. Parents are involved with giving input on the Parent Involvement Policies
and Compacts. A special effort is made to accommodate non-English speaking parents by translating Connect-ED messages, flyers, and
15
2014-2015 Garinger High School School Improvement Plan Report
parent night activities. We have also targeted preferences toward multi-lingual proficiencies in our hiring practices. Parents of students
with special needs are kept abreast of opportunities for transition fairs, work, and educational endeavors. Parent workshops sponsored in
collaboration with Parent University are conducted in order to inform parents of upcoming initiatives, testing dates and information, and
viable information about their child’s success. We have also hired two Title I Family School Advocates to facilitate community and
family involvement, with specific efforts toward vertical articulation between Garinger’s and our feeder elementaries and middle
schools. Further, we have entered into partnerships with several local community and gardening groups to provide opportunities for
parental involvement in those efforts. Finally, we are harnessing the natural interest in our sporting events and other activities (e.g.
reinstating Ms. Garinger Pageant, re-dedication ceremony for renovated gymnasium) to solicit parental input and involvement. We have
also re-started our Garinger PTA, which had been dormant since 2008. We will actively recruit membership throughout this school year.
7. Strategies are in place to aid in the transitions between academic grade levels, as well as school levels, i.e., pre-school to kindergarten,
elementary to middle school, and middle school to high school. The school improvement plan supports the regular education program
by providing specific measures of support to students of all levels. As a comprehensive high school, our partnerships and global
emphasis includes preparation for all students. The focus on global awareness and college-readiness provides students with quality
instruction, based on 21st century standards and global competencies. We have a Carolina College Advising Corps staffer, who meets
with students periodically to discuss college and scholarship requirements, as well as facilitating SAT registration and college tours.
Students who have recently transitioned from Middle School meet with counselors who ensure that they are taking the correct courses
and to periodically monitor their social growth. When transitioning from high school to post-secondary life, students are equipped with
critical thinking and problem solving skills, communication and collaboration abilities, and information and technology literacy.
Students are also provided with services from two Communities in Schools counselors.
8. Teachers are actively involved in the use of assessments and instructional decisions are driven by data analysis.
Garinger has created a testing master calendar which helps keep teachers informed on district testing, state and national testing and midterm
and final exams. Teachers have also been provided a copy of Garinger Accountability Program document. This lets teachers know testing
procedures and requirements. Teachers and their respective PLCs have created common assessments, based on Next Generation Standards,
for all content areas during common planning time. They use data trackers to disaggregate assessment data. Each team has created an
assessment bank where members can choose valid items to be used on common assessments. An assessment planning guide is used to
establish guidelines for rigorous, relevant assessments. After reviewing data, teachers develop strategies to re-teach objectives that were not
mastered. All professional learning communities respond with appropriate interventions when students do not succeed based upon data.
16
2014-2015 Garinger High School School Improvement Plan Report
9. Title I schools develop specific instructional activities for students identified with the greatest needs.
Garinger personnel incorporate the use of Data Trackers to monitor student progress as well as assist in the Data Wise process. Collecting,
analyzing, and applying data is a research-based strategy that is proven to improve student achievement. Additionally, we use the RTI
(Response to Instruction) model through DataWise to identify students who need additional support and intervention. Through the use of a
PEP (Personalized Education Plan), students who are currently below grade level in reading and math, as identified by EOG and EOC
scores, are identified and monitored through the PEP process. PEPs set out specific educational goals in all subject areas, with primary
focus being reading and math. Parents are kept fully informed of the process through an initial letter and quarterly progress updates and
contacts. Another research-based instructional strategy being used to improve student achievement is a continued focus on staff PLC’s.
With imbedded collaboration and reflection, PLC focuses at Garinger include differentiation of instruction for learning styles and ability
levels; new teacher induction; new teacher evaluation; global leadership; and literacy. For our students, we will utilize the in-class model,
Intervention Team and Student Support Staff. EC and LEP students who are struggling are continuously monitored by their case manager,
inclusion teachers and LEP teachers. Each PLC is responsible for having chats about individual students on their case loads’ progress.
Students will receive additional services such as after-school and intervention-period tutoring, Title I tutor assistance and extended day
services.
10. Title I schools coordinate and integrate resources and services from federal, state, and local sources.
Garinger partners with various community agencies to enhance student school experiences. Local churches, Communities in Schools,
Leadership Charlotte, New Leaders for New Schools and other organizations work with the school to increase parent involvement,
engage students in the learning environment, and enhance school cultural awareness (Latin American Coalition, World View, Charlotte
Refugee, Studio 345, Bahailu Academy, CMS Nutritionists, and Shamrock Drive Development Association). We will also maintain and
develop our partnerships with World View, The Light Factory, 100 Gardens, Friendship Gardens, and others.
Strategic Plan 2018: For a Better Tomorrow
17
2014-2015 Garinger High School School Improvement Plan Report
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
18
2014-2015 Garinger High School 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:
2, 4
Recruitment, Retention, Social/Emotional Health, Customer Service (teachers)
Navigator Pathway:
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
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)

Principal, Mike
Drye
SLT Chair

Score 1550 on SAT or 22
on ACT
Master Schedule, Insight Survey, Spring CMS Staff Survey, Staff Meetings, SLT/SIP SelfEvaluation Process
Strategies (determined by what data)
 Task
 Task
 Task (PD)

At/Above Grade Level in
Reading/Writing Grade 7
Schedule duty-free lunch
periods
Carry out schedule:
Teachers are scheduled for
duty-free lunch, every day.
Teachers with 3rd period
planning have 25 minutes of
duty, but are assigned no duty
otherwise during school day,
resulting in no reduction of 90
minutes planning (total
minimum)
Principal Drye
SLT Chair
Berlin
No student impact (to our
knowledge); 90 minutes of
uninterrupted planning for
teachers w/3rd planning
No student impact (to our
knowledge); 90 minutes of
uninterrupted planning for
teachers w/3rd planning
None
none
Personnel
Involved
Timeline
(Start—End)
 Interim
Dates
SLT, all
administrato
rs
11/1/14
1/31/15
4/4/15
6/20/15
(after each
quarter)
19
2014-2015 Garinger High School 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.
2,4
Recruitment, Retention, Social/Emotional Health, Customer Service (teachers)
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
Insight Survey, Spring CMS Staff Survey, Staff Meetings, SLT/SIP Self-Evaluation Process
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
Principal, Mike
 Schedule daily planning for 90
Drye
minutes
 Teachers have duty-free
planning, every day, resulting in
maximum planning time for
each teacher (minimum of 450
minutes/week; when added to
20 minutes each morning,
teachers actually have possible
550 minutes planning time each
week.
High academic growth
(EVAAS, WorkKeys,
Elements, other measures
as available)
None
Personnel
Involved
All
Timeline
(Start—End)
 Interim
Dates
11/1/14
1/31/15
4/4/15
6/20/15
(after each
quarter)
20
2014-2015 Garinger High School School Improvement Plan Report
SMART Goal (3):
Anti-Bullying / Character Education
Strategic Plan Goal:
Strategic Plan Focus Area:
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning
environment free of bullying and harassing behaviors.
2, 3, 4
Recruitment, Professional Development, Retention, New Career Pathways, Leadership
Development, Partnership Development, Physical Safety, Social and Emotional Health, High
Engagement, Customer Service, Cultural Competency
Navigator Pathway:
Enter Kindergarten ready
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
Insight Surveys, Bullying Reports (archives), focus group data
Strategies (determined by what data)
 Task
 Task
 Task (PD)
1.
Advanced Reading in K-2
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
Personnel
Involved
Timeline
1. Develop Bullying Response
Protocol
 Establish Bully Liaison / Bullyprevention protocol
 After admin investigation and
dispensation, follow-up
counseling sessions
w/counselor and/or family
advocate (home visits)
Family Advocate
Percell Gaskins;
Counseling Lead,
Giovanni Glover
Reduced instances(%) of bullying
form submissions (14-15 over 1314)
None
Gaskins,
Counselors,
All Student
Services
personnel,
Admins
1/23/15
6/11/15
2. Establish “Making it Better”
student/staff team
 Establish “Making it Better”
student team
 Develop schedule of events
Gaskins,
Family
Advocate; CIS
personnel;
Counselors
Reduced instances of
bullying form submissions
(14-15 over 13-14);
Reduced reports of
harassment referrals
None
Gaskins, all
student
services
personnel,
Counselors
1/23/15
6/11/15
(Start—End)
 Interim
Dates
21
2014-2015 Garinger High School School Improvement Plan Report
(monthly) to raise
awareness and prevent
instances of bullying
3. Increase opportunities for
students to engage in
physical/health activities at
school.


Robyn Joseph,
MGR
coordinator
Increased participation rates None
in sports; PE Improvement
data (PLC) over semester;
Improvement in PT scores
(Cadet Challenge, JROTC)
Robyn
1/23/15
Joseph,
6/11/15
CPT Brown,
PR Staff,
JROTC
staff
Diane
Lancashire, PE
Tchr
Repeat “Bronze” award for
healthy schools in 2014-15;
work toward “Silver”
recognition
Undetermin
ed
Diane
Lancashire
1/23/15
6/11/15
Giovanni
Glover, Lead
Counselor;
Karen Mitchell,
AP
Decreased absenteeism,
increased perception of
positive learning
environment (qualitative
perceptions- and
quantitative (absenteeism
attributed to bullying
None
Counselors
(chairGlover);
Karen
Mitchell,
AP; Admin
1/23/15
6/11/15
Weekly yoga session
opportunities
Monthly cooking challenge
opportunities
4. Expand School Health Team
 Pursue “Silver” rating for
school health team
 Seek outside partnerships
to bring in health
opportunities for students
 Expand partnership with
Friendship Garden
5. Ongoing tracking/follow-up with
bullying/harassment referrals
 Monitor (minimum monthly)
students who have been
accused of bullying
behaviors
 Analyze discipline data for
potential geographic
hotspots
 Deploy supervisory
22
2014-2015 Garinger High School School Improvement Plan Report
resources to hotspots.
SMART Goal (4):
Strategic Plan Goal:
Strategic Plan Focus Area:
Garinger will increase the 4-year cohort graduation rate to 90% in 2014-15.
1, 2, 3, 4, 5, 6
College and Career Readiness, Academic Growth/High Academic Achievement, Access to
Rigor, Retention, Family Engagement, Communications, Partnership Development, Physical
Safety, Social and Emotional Health, High Engagement, Customer Service,
Competency, Effective & Efficient Processes and Systems, Strategic Management of District
Resources, Data Integrity and Utilization, School Performance Improvement, Effective &
Efficient Processes and Systems, Strategic Management of District Resources, Data Integrity
and Utilization, School Performance Improvement
Navigator Pathway:
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
4-year Cohort Graduation Rate, class matriculation data, teacher turnover & disproportionate
amount of inexperienced teachers, 2013-14 state testing data
Strategies (determined by what data)
 Task
 Task
 Task (PD)
1) Operation Graduation
 Counselors and other
admin staff will meet with
each senior (or 4th-year
cohort member) by October
30 to review remaining
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
G. Glover
4-year Cohort Graduation
(lead
rate, cohort matriculation
counselor),
rate,
Sharon Bracey,
Dean;
Mike Drye,
Extended
Day
funding,
Credit
Recovery
Funding,
Personnel
Involved
Timeline
Counselors,
admins,
Credit
recovery
staff,
extended
10/30/14
1/31/15
4/15/15
6/15/15
(Start—End)
 Interim
Dates
23
2014-2015 Garinger High School School Improvement Plan Report
steps for graduation
Follow-up meeting by
February 15 (Jan 31 for
students in danger of not
graduating)
2. Mentor Program—Matching
teachers and other staff to all
high-risk 4th year cohort students;
require meeting no less than
every 2 weeks
3. Weekly attendance checks,
w/corresponding personal voice
contact w/students for each
absence past 5
Principal
Title I
day staff

Tomeka
Barbour,
teacher
Karen Mitchell,
AP
Social Worker,
Attendance
Secretary,
Counselors,
Admins
Parent Advoc.s
Academic
Facilitators,
classroom
teachers
4-year graduation rate of no
less than 90% in 2015
None
All teachers
and staff
10/30/14
1/31/15
4/15/15
6/30/15
Reduced number of
students requiring recovery
for course credit; decreased
automatic failure rate due to
absenteeism
None
All
teachers,
admin staff
10/30/14
1/31/15
4/15/15
6/30/15
Reduced failure rate for
students whose parents
attended a conference
None
All licensed
staff
5. Create recovery blocks during
each period for students to
recover previously failed credit
during the school day
Karen Mitchell,
AP; Sharon
Bracey, AP
# courses recovered each
semester, mid-year
promotions due to recovery
None (repurposed
ADMs)
Select
teachers,
Admins,
Counselors
Within two
weeks of
mid-term
fall and
spring
1/31/15
6/30/15
6. Establish “Twilight” Academy
for extremely at-risk students
 Apply for DPI seat-time
waiver
Karen Mitchell,
AP
Increased graduation rate
(90%); decreased
suspensions (for nonattendance
Title I &
Credit
Recovery
funds
Mitchell,
Select
teachers,
counselors,
4. Parent/Teacher conference for
each student not passing at
mid-term; School will initiate
request for conference.
12/1/14
2/1/15
3/1/15
4/1/15
24
2014-2015 Garinger High School School Improvement Plan Report



all admins
Hire coordinating teacher
and instructional staff
Develop instructional
program
Identify and enroll students
SMART Goal (5):
Strategic Plan Goal:
Strategic Plan Focus Area:
Navigator Pathway:
Garinger will increase the AP enrollment, percentage of students actually taking AP test,
and average performance on test (1-5 scale) by 10% overall in the 2014-15 school year.
1,2
College and Career Readiness, Professional Development
Enter Kindergarten ready
At/Above Grade Level in
Math Grades 3-5
Data Used:
5/1/15
6/10/15
7/1/15
8/1/15
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
AP Performance data from College Board
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
1.Increased and REQUIRED
teacher involvement in class
registration process
(recommendations)
2. AP instructional/certification
training for large cadre of teachers
(target-2 per course)
Sharon Bracey Increase AP Enrollment
(AP), G. Glover
(Counselor), M.
Drye (Principal)
Sharon Bracey Increased AP offerings,
(AP), Mike
flexibility of master schedule
Drye (Principal)
None
Title I for T
training
($500 per
course)
Personnel
Involved
Timeline
(Start—End)
 Interim
Dates
Admins,
Ongoing,
counselors, 4/30/15
AP teachers 6/30/15
7/30/15
Drye,
Summer
affected
2015
teachers
25
2014-2015 Garinger High School School Improvement Plan Report
3. Schedule AP class
“progressions” to facilitate
students taking multiple AP
classes at once, as well as prerequisites that will give
opportunities for preparation for
AP-level work
SMART Goal (6):
Strategic Plan Goal:
Strategic Plan Focus Area:
Sharon Bracey
(AP), Drye
(Principal)
None
Drye,
Bracey
4/30/15
7/30/15
Garinger will achieve a school “grade” of C or higher, as measured by the NC School
Accountability System (in development)
1, 4, & 5
College and Career Readiness, Academic Growth/High Academic Achievement, Access to
Rigor, Closing Achievement Gaps, Physical Safety, Social and Emotional Health, High
Engagement, Customer Service, Cultural Competency Effective & Efficient Processes and
Systems, Strategic Management of District Resources, Data, Integrity and Utilization, School
Performance Improvement, Disproportionality
Navigator Pathway:
Enter Kindergarten ready
At/Above Grade Level in
Math Grades 3-5
Data Used:
Increase number of
students taking multiple AP
courses, increased
performance on AP tests
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
NC Ready Profile
Strategies (determined by what data)
 Task
 Task
 Task (PD)
Point Person
Evidence of Success
Funding
(title/name)
(Student Impact)
(estimated
cost / source)
Personnel
Involved
Timeline
(Start—End)
 Interim
Dates
26
2014-2015 Garinger High School School Improvement Plan Report
1.Increase 4-year cohort
graduation rate by all
of the above
Principal Drye,
AP Bracey, AP
Mitchell
2. Increase attendance for, and
performance on ACT statewide
administration (3/3/14)
 providing all 11th graders
30 hours of practice on
Triumph Learning before
test;
 create incentive program to
reward each student that
attends, in addition to
drawings for larger items
(e.g. Ipods)
3. Increase SAT and ACT average
scores
 provide all 11th and 12th
graders with 10 targeted
Triumph practice hours the
monthbefore their test.
4. Increase performance in CC
Math I EOC testing
 regularly tracking multiple
measures of performance
data (including common
assessments), and
pretests;
 providing targeted in-class
Graduation rate of 90% or
higher
Extended
Day funds,
T1 funds
All
6/30/15
John Lester, All Increase attendance for,
staff
and performance on ACT
statewide administration
(3/15) (95% attendance)
District level All
3/10/15
6/30/15
All Staff
Test scores; High Growth
(EVAAS) on ACT
District
Level
All
1/31/15
6/11/15
CC Math I
teachers,
Karen Mitchell
Test scores; 26%
proficiency (Level 3 & 4);
high growth (EVAAS)
Title I funds, All
extended
day funds
1/31/15
6/11/15
27
2014-2015 Garinger High School School Improvement Plan Report
interventions and afterschool tutoring sessions.
5. Increase performance in
Biology I EOC testing
 regularly track multiple
measures of performamce
data (including common
assessments), pretests;
 providing targeted in-class
interventions and afterschool tutoring sessions.
6. Increase performance in
English II EOC testing
 regularly track multiple
measures of performamce
data (including common
assessments) & pretests;
 providing targeted in-class
interventions and afterschool tutoring sessions.
CC Bio I
Teachers,
Casimir
Bundrick
(AP)
Test Scores; high growth
(EVAAS); 38% proficiency
(Level 4 & 5)
Title I funds, All
extended
day funds
1/31/15
6/11/15
CC English II
teachers,
Facilitators,
Sharon Bracey
(AP)
Test Scores; high growth
(EVAAS); 30% proficiency
(Level 4 & 5)
Title I funds, All
Extended
Day Funds
1/31/15
6/11/15
28
2014-2015 Garinger High School 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:
Successful completion of
Math I in grade 9
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
Score 1550 on SAT or 22
on ACT
2014-15 EOCs, PLC and classroom-level formative data, Triumph 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
Bundrick (AP),
Mitchell (AP),
Bracey (AP),
Drye (Principal)
Data-informed student
performance improvement;
Semi-weekly (minimum)
data mtgs at PLC level;
individual data chats
between each teacher and
respective administrator;
None
All, PLCs,
APs,
Deans,
Tech
Facilitator
11/1/14
1/31/15
4/15/15
6/11/15
Bundrick (AP),
Mitchell (AP),
Bracey (AP),
Drye (Principal)
Data-informed student
performance improvement;
Semi-weekly (minimum)
data mtgs at PLC level;
individual data chats
between each teacher and
None
All, PLCs,
APs,
Deans,
Tech
Facilitator
11/1/14
1/31/15
4/15/15
6/11/15

created in School Net (when
available) in PLCs aligned to
objectives/taught standards
All PLCs design and
administer uniform major
assessments, organized by
student by objective by
standard (NCSCOS or CCSS)
2. Data disaggregation
 Monitoring student

achievement by objective;
Develop ongoing intervention
schedule within PLC class
structure
Personnel
Involved
Timeline
(Start—End)
 Interim
Dates
29
2014-2015 Garinger High School School Improvement Plan Report
respective administrator;
3. Flexible grouping
 PLCs meet twice weekly;
once to plan aligned
lessons, once to analyze
student performance data
 PLCs develop intra-team
intervention plan after each
major assessment
(minimum twice quarterly)
 Student intervention groups
Bundrick (AP),
Mitchell (AP),
Bracey (AP),
Drye (Principal)
PLC Leads
Data-informed student
performance improvement;
scores on common
assessments;
None
All, PLCs,
APs,
Deans, PLC
Leads,
Tech
Facilitator
11/1/14
1/31/15
4/15/15
6/11/15
formed according to academic
need by based upon data
analysis
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:
Successful completion of
Math I in grade 9
Take and pass at least 1
AP/IB/Post-Secondary class &
exam
Score 1550 on SAT or 22
on ACT
2014-15 EOCs, PLC and classroom-level formative data, Triumph data,
30
2014-2015 Garinger High School School Improvement Plan Report
4. Additional learning opportunities
 All PLCs and individual

teachers shall be accountable
for student learning via reteaching, re-assessment and
assigning a final value (i.e.
</=84%)
Extended Day tutoring (within
school and after school)
Bundrick
(AP), Mitchell
(AP), Bracey
(AP), Drye
(Principal)
PLC Leads
Tutors, PLC designees
5. Late and make-up work
 Students have opportunity to

Data-informed mastery
charts through PLCs and
data-chats
Bundrick
(AP), Mitchell
turn in make-up and late work in (AP), Bracey
accordance with CMS BOE
(AP), Drye
policy
(Principal)
No penalty for late or make-up
PLC Leads
PLC Data Trackers,
Individual teacher data
trackers, PowerSchool
grade reports
X-day
funds, T1
none
All licensed
staff, APs,
Deans
11/1/14
1/31/15
4/15/15
6/11/15
All staff
11/1/14
1/31/15
4/15/15
6/11/15
All licensed
staff, Glenn
Shelton,
Tech
Facilitator
11/1/14
1/31/15
4/15/15
6/11/15
work for excused absences
6. Grade reporting



All grades will be recorded in
PowerSchool within 10 days of
assessment (target <=7 days)
Grades never used punitively
At end of 1st and 3rd Quarter
(semester courses), all failing
grades shall be changed to a
50; for year-long courses, 2nd
quarter failing grades shall be
changed to 50 (unless actual
grade is higher)
Bundrick
(AP), Mitchell
(AP), Bracey
(AP), Drye
(Principal)
PLC Leads
PowerSchool reports,
student and parent surveys
(within and beyond school)
None
31
2014-2015 Garinger High School School Improvement Plan Report
{School Name} - 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.
32
2014-2015 Garinger High School School Improvement Plan Report
Approval of Plan
Committee Position
Principal
Assistant Principal Representative
Teacher Representative (ESL)
Teacher Representative (ELA)
Teacher Representative (EC)
Teacher Representative (SS)
Teacher Representative (Science)
Teacher Representative (Math)
Teacher Representative (CTE)
Inst. Support Representative
Electives
Electives
Classified Staff
Classified Staff
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Name
Signature
Date
Mike Drye
Karen Mitchell
Chavonya Jeter
Kathryn Watson
Tamika Jackson
Brian Berlin
Nemal Patel
Andrew Pinckney
Sherry Lassiter-McCullers
Glenn Shelton
CPT Elmore Brown
CSM Jacqueline Thomas
Warren Stukes
Myra Dorsey
Jenita Hooks
Basheem Bey
Rhonda Nash
Rev. Elbert Ray Whitehead
Michael Plott
Janice Clawson
Tara Prince
Cardelia Burton
Nina McReed
33
2014-2015 Garinger High School School Improvement Plan Report
Committee Position
Principal
Assistant Principal Representative
Teacher Representative (ESL)
Teacher Representative (ELA)
Teacher Representative (EC)
Teacher Representative (SS)
Teacher Representative (Science)
Teacher Representative (Math)
Teacher Representative (CTE)
Inst. Support Representative
Electives
Electives
Classified Staff
Classified Staff
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Quarter 2 Review
Name
Signature
Date
Mike Drye
Karen Mitchell
Chavonya Jeter
Kathryn Watson
Tamika Jackson
Brian Berlin
Nemal Patel
Andrew Pinckney
Sherry Lassiter-McCullers
Glenn Shelton
CPT Elmore Brown
CSM Jacqueline Thomas
Warren Stukes
Myra Dorsey
Jenita Hooks
Basheem Bey
Rhonda Nash
Rev. Elbert Ray Whitehead
Michael Plott
Janice Clawson
Tara Prince
Cardelia Burton
Nina McReed
34
2014-2015 Garinger High School School Improvement Plan Report
Committee Position
Principal
Assistant Principal Representative
Teacher Representative (ESL)
Teacher Representative (ELA)
Teacher Representative (EC)
Teacher Representative (SS)
Teacher Representative (Science)
Teacher Representative (Math)
Teacher Representative (CTE)
Inst. Support Representative
Electives
Electives
Classified Staff
Classified Staff
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Quarter 3 Review
Name
Signature
Date
Mike Drye
Karen Mitchell
Chavonya Jeter
Kathryn Watson
Tamika Jackson
Brian Berlin
Nemal Patel
Andrew Pinckney
Sherry Lassiter-McCullers
Glenn Shelton
CPT Elmore Brown
CSM Jacqueline Thomas
Warren Stukes
Myra Dorsey
Jenita Hooks
Basheem Bey
Rhonda Nash
Rev. Elbert Ray Whitehead
Michael Plott
Janice Clawson
Tara Prince
Cardelia Burton
Nina McReed
35
2014-2015 Garinger High School School Improvement Plan Report
Committee Position
Principal
Assistant Principal Representative
Teacher Representative (ESL)
Teacher Representative (ELA)
Teacher Representative (EC)
Teacher Representative (SS)
Teacher Representative (Science)
Teacher Representative (Math)
Teacher Representative (CTE)
Inst. Support Representative
Electives
Electives
Classified Staff
Classified Staff
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Quarter 4 Review
Name
Signature
Date
Mike Drye
Karen Mitchell
Chavonya Jeter
Kathryn Watson
Tamika Jackson
Brian Berlin
Nemal Patel
Andrew Pinckney
Sherry Lassiter-McCullers
Glenn Shelton
CPT Elmore Brown
CSM Jacqueline Thomas
Warren Stukes
Myra Dorsey
Jenita Hooks
Basheem Bey
Rhonda Nash
Rev. Elbert Ray Whitehead
Michael Plott
Janice Clawson
Tara Prince
Cardelia Burton
Nina McReed
36