Priority School Plan School: James B. Dudley High Principal: Jesse J. Pratt Regional Superintendent: Dr. John Eldridge School Profile AYP Results ABC Results 2008 No 2008 Priority School/Expected Growth 2009 No 2009 Low Performing/Growth Not Met 2010 No 2010 Priority School/Expected Growth Performance Composite Student Attendance Rate 2008 51.3% 2008 91.8% 2009 44.8% 2009 92.4% 2010 57.5% 2010 92.8% Discipline Data In-School Suspensions Out-of-School Suspensions Staffing Profile 2008 75 196 National Board Certified Staff 2 2009 154 336 Beginning Probationary Certified Staff 46 2010 328 434 Career Status Certified Staff 47 Interim Certified Staff 20 Student Demographics 2009-10 African-American 90.86 American Indian 0.06 Asian 1.36 Hispanic 4.37 Multi-Racial 2.41 White 0.94 James B. Dudley High School August 19, 2010 Page 1
2009-10 Perception Data Teacher Working Conditions Survey (87.39% responded) Domain School Mean District Mean State Mean Time 40.0% 62.0% 66.0% Facilities & Resources 73.9% 82.4% 84.0% Community Support & Involvement 63.1% 82.7% 84.7% Managing Student Conduct 41.9% 76.7% 81.1% Teacher Leadership 46.7% 75.8% 81.5% School Leadership 56.8% 79.4% 83.6% Professional Development 70.7% 77.9% 79.8% Instructional Practices 76.2% 82.2% 83.5% Principal Profile Special Programs/Initiatives Jesse Pratt enters his third year as principal of James B. Dudley High School in 2010-11. Prior to serving as principal at Dudley, he was principal of the Middle College at NC A&T State University and Allen Middle School. Early College Academies UNC-Greensboro/News and Record Project Communities in Schools UNC-Chapel Hill College Advisor Program Mission Possible Cumulative Effect Algebra I Reform Model Positive Behavior Interventions and Supports (PBIS) Enrichment Region Reform Model- Focus on grades 9 and 10 School Improvement Planning Overall Goals: Goal 1: By 2011, James B. Dudley High School will increase overall proficiency by 7.1% from 57.5% to 64.6% as measured by the North Carolina End-of-Course (EOC) exams. Goal 2: By 2011, James B. Dudley High School will increase overall student attendance from 92% to 95% as measured by the NCWise monthly attendance report. Major Approaches: Goal 1: a. Continue professional learning communities 1. Articulate the purpose of the learning communities James B. Dudley High School August 19, 2010 Page 2
School Improvement Planning 2. Continue curriculum matters and goal teams (weekly curriculum matter meetings and monthly goal team meetings) 3. Determine the outcome/goals desired of each team 4. Establish professional development plan focused on literacy Goal 2: a. Continue with goal team for attendance b. Revise incentive plan to meet the needs of current students c. Monitor students attendance weekly Extended Learning Opportunities: Students will be provided several opportunities for extended learning including: 1. Saturday Academy 2. During and after-school tutoring 3. Re-teaching by goals and objectives Regional Office Instructional Support Wrap-Around Services Professional Development Provide training during the course of the school year to continue implementation of Mastery Learning, introduce new grading practices and parameters, and deliver assessment for learning modules. Teaching and Learning Sessions Focus on specific components of Mastery Learning model: lesson planning, teaching, and corrective instruction Focus on assessment for learning modules: student ownership, descriptive feedback, and looking at student work. Reading Ninth Grade English I Revise and provide instruction in pacing guides that have been adjusted to reflect a Mastery Learning model for tested grammar skills. Mathematics Algebra I Review pacing guides, calendars, and curriculum documents to address corrective instruction and assessment revisions. James B. Dudley High School August 19, 2010 Page 3
Science Focus on Biology and Physical Science by doing the following: o Unpack curriculum with focus on power objectives. o Review and revise curriculum, as needed, for efficient delivery of the Mastery Learning model. o Review and/or create formative assessments to better drive Biology and Physical Science instruction. o Facilitate professional development regarding best science practices during content meetings. o Provide teaching and learning sessions focused upon instruction and assessment in science. o Site-based academic coaches will conduct classroom walk-throughs to provide meaningful feedback regarding implementation of effective science instruction. School Visits Regularly conduct school visits to coach administration and curriculum facilitators, monitor classroom instruction, attend content meetings, and monitor implementation of the Mastery Learning model. Coaching Facilitate monthly meetings with all curriculum facilitators/coaches to develop cognitive coaching, facilitative leadership and share best practices. Provide feedback and strategies from walk-through visitations. Build capacity of building level coaches by revising the format of Teaching and Learning sessions to include one monthly regional session (facilitated by regional coaches) followed by two monthly site-based sessions (facilitated by school coaches) during each quarter. Provide K-12 vertical conversations at coaches meetings to include all school-based coaches in one monthly meeting. Provide instruction on using Achievement Series and assessments to better access data and assist building staff in using data to drive instruction. Provide direct monitoring and support of data analysis and instruction following formative assessment. Leadership Support Provide direct instruction and update leadership teams for the implementation of curriculum for the Mastery Learning model. Work with administration and leadership team to successfully implement new high school reform model. Direct School Services Assist in ensuring that all certified and classified staff members are placed on a full cycle evaluation, which equates to three formal evaluations during the 2010-11 school year. Monitor focused intervention of employees areas for improvement and provide assistance in developing a James B. Dudley High School August 19, 2010 Page 4
plan of remediation for employees who need additional assistance; if necessary an employee may be placed on an action plan. Support all Enrichment Region schools in the implementation and monitoring of the Positive Behavior Interventions and Supports program. o Review goal plans established by each school and use plans as a guideline to monitor and assess progress with PBIS implementation. o Conduct walk-throughs to assess PBIS implementation. o Meet monthly with PBIS coaches and PBIS school-based teams to collaborate on the progress of o implementing the program and discuss next steps. Provide training to assistant principals to learn how to use School-wide Information System (SWIS) data to drive solutions to disciplinary issues. Monitor long- and short-term out-of-school suspensions (OSS) and work with administration on using data gathered from School Safety Program (SSP) and School-Wide Information System to create alternatives to OSS particularly as it pertains to Rule 6 and Rule 8 violations. o Facilitate quarterly assistant principals meetings to calibrate and collaborate on effective ways to reduce incidents resulting in OSS. o Create monthly reports on discipline data distributed to the regional superintendent, executive director, and school based administrators. o Attend school-based parent conferences as needed to support principals in resolving disciplinary matters. Support schools in fostering positive community relationships by linking them with community agencies and business partners that provide services in various areas of student needs. Support schools in developing, creating, and implementing service learning to promote character development for all students. Student Services Support The student services administrator will assist and support schools in the development of behavior plans, programs, assessments and analysis of data that will promote positive classroom experiences for all students. Early College Academies The director will meet monthly with underclassmen students and individually with seniors on college campuses weekly. The director will monitor student achievement and aid students who continue to encounter difficulties after notification of these difficulties from teachers, grade level counselor, academy facilitator, or parents through conferencing, communicating with college advisors, and checking student syllabi/grades/report cards. The director will hold quarterly early college parent meetings for students enrolled in college courses and for parents of students in grades 9 11 to share college, school, and academy information; to update parents on the progress of the program; and to celebrate the successes/achievements of the students. Between meetings, James B. Dudley High School August 19, 2010 Page 5
the director will communicate with parents through an innovative, interactive early college academy website, gaggle, e-mail, Connect-Ed, and provide respectful and responsive service to parental concerns/issues. Curriculum & Instruction Instructional support (Geometry, Algebra II, Civics and Economics, and U. S. History) Assist with facilitating content meetings to address the following: o North Carolina Standard Course of Study (NCSCOS) alignment/pacing o Item analysis of benchmark data o Mastery Learning cycle (collaborative planning & common assessment) o Unit planning o Share resources o Offer feedback to teachers Assist teachers with the analysis of quarterly benchmark data. Conduct classroom visits/instructional walk-throughs to address the following: o Expectations and procedures-classroom management o Time on task-student engagement o Offer feedback to teachers Student Services Student Services staff (Richard Tuck, Director of Dropout Prevention and Samara Johnson, Supervisor of High School Counseling Services) will collaborate with the At-Risk Team (counselor, social worker, and graduation coach) to develop a checklist and analyze monthly data. Collaborate with the Communities in Schools coordinator to discuss and develop plans for parent workshops and enhancing community involvement. Assist the social worker on selected topics. The School Resource Officer (SRO) and Dean of Students will attend monthly meetings with the Safety Officer to review discipline procedures and data. Counseling Department will conduct transcript audits to ensure seniors are on course for graduation. The Dropout Prevention Team will assist with graduation rate by providing strategies and assist with the Character Development Initiative, including service learning opportunities. Human Resources, Lateral Entry, & Mission Possible Lateral Entry Teachers Provide a dedicated lateral entry specialist/coach to GCS-ACT participants. Provide all licensure advising to lateral entry teachers. Offer a teacher leadership institute (10 Day lateral entry training) for lateral entry teachers to prepare them for the classroom and provide strategies for meeting the challenges of entering the classroom. Employee Evaluation Provide administrator training on creating and monitoring personnel action plans. James B. Dudley High School August 19, 2010 Page 6
Exceptional Children Title I & English as a Second Language Intervention Support Team Provide Intervention Support Team (IST) training/refresher during the first month of school to assist IST members with proper procedures for Exceptional Children (EC) identification and outside agency support ( include all students not just EC). Provide monthly meeting with EC staff to ensure paperwork is completed in a timely and effective manner Provide professional development on the co-teaching model to all inclusion EC and regular education teachers. Assist with mock Individualized Education Plan (IEP) meetings to ensure teachers are appropriately trained Continue assisting Dudley with the implementation of PBIS. Provide Structure of Language Professional Development for selected teachers (EC and English I teachers). Arrange visits to a school that has implemented Structure of Language. Instructional Audit During the first month of school, conduct an instructional audit of every English as Second Language (ESL) classroom to identify and measure instructional strategies, content knowledge, and rigor that affect student learning. Audit results will be shared with the principal, lead teacher and teacher to inform coaching from ESL lead teacher and/or mentor. Parent, Student and Community Support Upon request, provide interpreters to translate communications (i.e. Connect-Ed messages., newsletters, etc.) upon request. Provide literacy program for adults and students at five sites across Guilford County to foster adult literacy. Title I Provide technical assistance with implementing Dudley s Title I plan. Induction & Professional Development Accountability Testing & Formative Assessment Coaching and Training for Beginning Teachers Visit beginning year one teachers twice per month for one-on-one coaching. Offer additional support for any beginning year one or two teacher of concern. Provide required Right Start seminars for beginning year one teachers. Provide professional development opportunities to staff as needed. Cohort Graduation Data Provide schools with cohort graduation lists to inform drop-out prevention efforts. NC ABC growth/achievement data James B. Dudley High School August 19, 2010 Page 7
Calculate growth by grade level or content from the previous year to project areas of need. Provide matrix to highlight students who missed proficiency by three points or less and who made proficiency by three points or less. James B. Dudley High School August 19, 2010 Page 8