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State Board of Education Goals – Future-ready Students for the 21st Century
Goal 1 – North Carolina public schools will produce globally competitive students.
Goal 2 – North Carolina public schools will be led by 21st Century professionals.
Goal 3 – North Carolina Public School students will be healthy and responsible.
Goal 4 – Leadership will guide innovation in North Carolina public schools.
Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.
1
Recommended Data Sources for Analysis by School Improvement Teams
Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.
Examine data from such areas as:
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction
and how their assignments most effectively address identified. Number and percentage of teachers Non-HQT (www.ncreportcards.org
Click on High Quality Teachers tab)
End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing
Results)
End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing
Results)
School Report Card results: (www.ncreportcards.org)
Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )
Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)
Career and Technical Education Local Plan
School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions,
alternative school placements, School Incidence Report (SIR) data, or student attendance)
(http://www.ncpublicschools.org/research/discipline/reports)
School Demographic Information related to drop-out information and graduation rate data
(http://www.ncpublicschools.org/research/dropout/reports)
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new
and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data)
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high
number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels
(Locally maintained data)
Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners
(ELLs) work toward attaining proficiency
Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners
(ELLs) work toward attaining proficiency
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform
strategies, and/or extended learning opportunities
Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)
Special Education Continuous Improvement Plan
Title I AYP (http://ayp.ncpublicschools.org)
Healthy Active Children Initiative (http://www.nchealthyschools.org)
35
LEA or Charter Name/Number: Select your school district/charter school
School Name/Number: Lake Norman High School/
School Address: 186 Doolie Road, Mooresville, NC 28117
Plan Year(s): 2008 - 2011
Date prepared: 15-Jun-09
Principal Signature:
Date
Local Board Approval Signature:
Date
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* Name Committee Position* Name
Principal Ben Allred Parent Representative Liz Littlefield
Assistant Principal Representative Kimberly Gantt
Assistant Principal Representative Keith Gentle
Assistant Principal Representative David Jordan
Assistant Principal Representative Jennifer Peace
Assistant Principal Representative Herman Roberts
Teacher Representative John Pappas (Fine Arts)
Teacher Representative Amanda Roberts (English)
Teacher Representative Robin Holleman (Media)
Teacher Representative Mark Carson (Social Studies)
Teacher Representative Helen Williams (Foreign Language)
Teacher Representative Patrick Kosal (Math)
Teacher Representative Brenda Esselman (Science)
Teacher Representative Kelly Arzonico (Guidance)
Teacher Representative Laura Burgess (EC)
Teacher Representative (PE/Health)
Inst. Support Representative Eleanor Ward
Teacher Assistant Representative Judy Moose
Parent Representative Nancy Deiter
* Add to list as needed. Each group may have more than one representative.
3
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
School Name: Lake Norman High School Year: 2009-2010 Current NCLB Status: Met AYP Current ABC Status: Expected Growth
P PLAN: Identify the gap and the approach
Overall SMART Goal (Three year projection): Lake Norman High School will improve results on the Teacher Working Conditions Survey in the „Decision Making‟ domain to be above the district and state averages by 2010.
Insert (or attach) data table to support the selection of the above stated overall SMART Goal: (Also see next sheet for links to full data)
2006 – In the „Empowerment‟ domain LNHS scored 3.32 compared with 3.61 for I-SS and 3.44 for NC.
2008 – For 2008 the „Empowerment‟ domain was renamed to „Decision Making‟. The LNHS composite dropped to 2.76 compared to 3.20 for I-SS and 2.91 for NC.
2008 – Top five areas of PD in order of importance from the 2008 TWCS: 1) Special Education (37%), 1) Your content area(s) (37%), 3) Closing the achievement gap (35%), 4) Methods of teaching (32%), 5) Classroom management techniques (19%).
2009 - On the local ISS TWCS, LNHS ranks 34 out of 35 schools. Time - 1.60 (ISS - 3.06), F&R - 4/07 (ISS - 4.023), Empowerment - 2.68 (ISS - 3.77), Leadership - 2.94 (ISS - 3.93), PD - 2.59 (ISS - 3.4)...Composite - 2.78 (ISS - 3.65)
Data Analysis. Answer the data analysis questions.
1. What are the key strengths and data to support it? Facilities 2. What are the key opportunities for Improvement and the data to support it? In priority 3. What information/data is needed that we do not have? Need qualitatve data on the specifics associated with the low
and Resources is above ISS average order: Time, PD, Empowerment, Leadership ratings…are these teacher, school, or district issues. What suggestions do teachers have for improvement?
Target SMART Goal (One year projection based on the gap analysis in question 2 above.): Lake Norman High School will improve results on the TWCS in the 'Decision Making' domain to be above the state average of 2.91 by June 2010.
4. What is your next step (Identify key approach or strategy you will implement during cycle 1 to achieve your target goal.)? Deploy a school-wide Discipline Court.
D DO: Develop and Implement Deployment Plan
Step # Cycle 1 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1 Communicate Discipline Court Procedures to all staff David Jordan Calendar 8/24/2009 8/26/2009
#2 Communicate a one page Discipline Matrix to all staff Ben Allred Discipline Matrix 8/24/2009 8/26/2009
#3 Hold discipline court daily between 1st block and Study Hall All Admin Discipline Tracking Sheet 8/26/2009 10/29/2009
#4 Report discipline data to SIT David Jordan Discipline Data 9/22/2009, 10/29/2009 10/29/2009
#5 Evaluate results and determine next steps David Jordan Deployment Plan 10/29/2009 11/6/2009
Deployment Plan Quality Check:
What resources/budget needs do you have for the first cycle? None
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, identify the steps from the deployment plan that will address the funding gap.
4
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach? Teachers will be instructed on the proper procedures for referring students for minor, serious, and major offenses (discipline court is aimed at serious offenses only -
these are our most frequent offenses).
Determine the measures/data that will be used to determine the effectiveness of the first cycle approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? NCWISE incident report broken down by school C. What data will you use to determine if the approach impacted the overall goal or target
approach was deployed? Daily discipline administrator goal? Plus/delta feedback on 10/29/09 from teachers on discipline court and its impact on
court log, emails TWCS
S Study – Analysis of data after implementing an approach
At the end of cycle 1, answer the following questions based on the data collected from your identified measures:
1. What are the key strengths and data to 2. What are the key opportunities for Improvement and the data to support it? 3. What information/data is needed that we do not have?
support it?
Reflect on the data analysis for cycle 1 and check which option best describes your direction for cycle 2 (double click the box to and select “check” to check the box)?
Target goal has been met and is changed to reflect new target. Target goal not met so we will continue current approach, but make improvements to deployment plan based on data analysis above.
Target goal not met but data indicates current approach is effective so we will continue Target goal not met and data indicates gap is widening so we will abandon current approach and identify a new approach
current approach and repeat deployment plan for the next cycle.
A Act – Revise or continue with deployment plan based on data analysis
4. What is your next step for cycle 2 - identify key approach or strategy? (If you are continuing with the approach from cycle 1, restate it here. If you are changing your approach for cycle 2, state it here.)
Step # Cycle 2 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1
Deployment Plan Quality Check:
What resources/budget needs do you have for cycle 2?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the deployment plan that will address the funding gap.
What professional development, if any, will be offered in cycle 2 to support the staff in implementing the approach?
5
Iredell-Statesville Schools
School Improvement Plan
What professional development, if any, will be offered in cycle 2 to support the staff in implementing the approach? A Continuous Improvement Cycle
Determine the measures/data that will be used to determine the effectiveness of cycle 2 approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? C. What data will you use to determine if the approach impacted the overall goal or target goal?
approach was deployed?
S Study – Analysis of data after implementing an approach
At the end of cycle 2 answer the following questions based on the data collected from your identified measures:
1. What are the key strengths and data to support it? 2. What are the key opportunities for Improvement and the data to support it? 3. What information/data is needed that we do not have?
Reflect on the data analysis for cycle 2, which option best describes your direction for cycle 3?
Target goal has been met and is changed to reflect new target. Target goal not met so we will continue current approach, but make improvements to deployment plan based on data analysis above.
Target goal not met but data indicates current approach is effective so we will continue Target goal not met and data indicates gap is widening so we will abandon current approach and identify a new approach
current approach and repeat deployment plan for the next cycle.
A Act – Revise or continue with deployment plan based on data analysis
4. What is your next step for cycle 3 - identify key approach or strategy? (If you are continuing with the approach from cycle 2, restate it here. If you are changing your approach for cycle 3, state it here.)
Step # Cycle 3 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1
Deployment Plan Quality Check:
What resources/budget needs do you have for cycle 3?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the deployment plan that will address the funding gap.
What professional development, if any, will be offered in cycle 3 to support the staff in implementing the approach?
Determine the measures/data that will be used to determine the effectiveness of the cycle 3 approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? C. What data will you use to determine if the approach impacted the overall goal or target goal?
approach was deployed?
S
6
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
S Study – Analysis of data after implementing a strategy
At the end of cycle 3 answer the following questions based on the data collected from your identified measures:
1.What are the key strengths and data to 2.What are the key opportunities for Improvement and the data to support it? 3. What information/data is needed that we do not have?
support it?
Reflect on the data analysis for cycle 3, which option best describes your direction for cycle 4?
Target goal has been met and is changed to reflect new target. Target goal not met so we will continue current approach, but make improvements to deployment plan based on data analysis above.
Target goal not met but data indicates current approach is effective so we will continue Target goal not met and data indicates gap is widening so we will abandon current approach and identify a new approach
current approach and repeat deployment plan for the next cycle.
A Act – Revise or continue with deployment plan based on data analysis
4. What is your next step for cycle 4 (Identify key approach or strategy)? If you are continuing with the approach from cycle 3, restate it here. If you are changing your approach for cycle 4, state it here.
Step # Cycle 4 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1
Deployment Plan Quality Check:
What resources/budget needs do you have for cycle 4?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the deployment plan that will address the funding gap.
What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?
Determine the measures/data that will be used to determine the effectiveness of the cycle 4 approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? C. What data will you use to determine if the approach impacted the overall goal or target goal?
approach was deployed?
7
2006 TWCS Results
http://www.ncteachingconditions.org/reports06/report_main.php?orgID=490&masterSiteID=490-335
2008 TWCS Results
http://www.ncteachingconditions.org/reports/report_main.php?orgID=490&masterSiteID=490-335
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
School Name: Lake Norman High School Year: 2009-2010 Current NCLB Status: Met AYP Current ABC Status: Expected Growth
P PLAN: Identify the gap and the approach
Overall SMART Goal (Three year projection): LNHS will increase percent proficienct on EOCs, from 76.5% to 90% by 2012, with an average annual increase of 3.5%.
Insert (or attach) data table to support the selection of the above stated overall SMART Goal: See next sheet for data tables.
Data Analysis. Answer the data analysis questions.
1. What are the key strengths and data to support it? 5 of 10 2. What are the key opportunities for Improvement and the data to support it? Algebra I, 3. What information/data is needed that we do not have? EVAAS data, goal summary reports, remediation/intervention
EOCs are at 90% or above. LNHS met expected growth and Algebra II, Biology, Physical Science, and US History. (see next sheet for data tables). best practices.
is an NC School of Distinction (see next sheet for data tables)
Target SMART Goal (One year projection based on the gap analysis in question 2 above.): LNHS will increase percent proficient in Algebra I (Keith Gentle) from 85.3% to 87.7%, Algebra II (Herman Roberts) from 85.7% to 87.9%, Biology (Kimberly Gantt) from 88.9% to 89.5%,
Physical Science (Ben Allred) from 70.7% to 80%, US History (David Jordan) from 84.5% to 87.4% as measured by the state EOC.
4. What is your next step (Identify key approach or strategy you will implement during cycle 1 to achieve your target goal.)? Identify students for remediation, develop remediation plan and schedule, and implement plan
D DO: Develop and Implement Deployment Plan
Step # Cycle 1 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1 Admin to send out all preliminary student data (EVAAS, Goal Summaries, etc.) Ben Allred Data delivered 8/24/2009 10/1/2009
#2 PLCs are to set target goals for classes and individuals PLC Chair Target goals 8/25/2009 10/2/2009
#3 PLCS develop remediation schedule and plan (identify funding needs) PLC Chair Schedule and Plan 8/25/2009 10/2/2009
#4 PLCs notify students and parents of remediation schedule and plan PLC Chair Parent Log 8/25/2009 11/1/2009
#5 Implement remediation schedule PLC Chair Remediation Schedule 9/25/2009 10/2/2009
#6 PLC Chair will report progress on identification of students, schedule, and plan to SIT for PLC Chair Progress Report 9/22/2009 10/29/2009
review and feedback
#7 Conduct Fidelity Walkthroughs on Remediation Classes Admin Walkthrough data 10/5/2009 10/29/2009
#8 SIT will provide feedback SIT Feedback Report 10/29/2009 11/1/2009
#9 Evaluate results and determine next steps PLC New deployment plan 11/1/2009 11/6/2009
9
Percentage Proficient
Algebra I
01-02 02-03 03-04 04-05 05-06 06-07* 07-08 Fall 08-09
CCTL NA NA NA NA 91.1 58.1 66.7 NA
LNHS NA 86.8 81.2 82.6 86.9 55.6 68.6 83.9
Monticello 40 8.3 14.3 44.4 100.0 22.2 12.0 0.0
NIHS 71.2 73.2 59.5 62.8 74.5 43.7 54.1 29.4
SIHS 72.6 77.2 76.4 87.4 83.5 56.0 65.4 70.5
Springs NA NA NA NA 33.3 0.0 0.0 50.0
SHS 63.6 55.2 65.7 76.3 79.2 42.4 50.2 67.9
WIHS 78.2 63.8 70.0 70.1 84.7 43.7 49.6 67.3
VPAC NA NA NA NA NA NA NA 56.5
ISS 74.6 72.7 70.0 75.1 82.0 48.3 57.2 69.3
Algebra II
01-02 02-03 03-04 04-05 05-06 06-07* 07-08* Fall 08-09
CCTL NA NA NA NA 100 36.2 43.1 54.8
LNHS NA 93.0 86.1 88.5 90.8 75.9 86.8 88.1
Monticello NA 0.0 0.0 57.1 0.0 0.0 0.0 0.0
NIHS 90.4 85.5 78.7 81.8 82.2 54.8 76.6 81.8
SIHS 74.7 81.3 86.6 79.0 83.2 70.4 63.3 62.7
Springs NA NA NA NA NA NA NA NA
SHS 94.1 93.8 84.9 93.5 85.1 70.3 79.2 75.7
WIHS 89.3 78.3 83.6 82.9 89.3 72.7 81.0 82.4
VPAC NA NA NA NA NA NA NA 100.0
ISS 85.2 88.4 84.2 86.0 86.4 68.7 79.7 77.5
Biology
01-02 02-03 03-04 04-05 05-06 06-07 07-08* Fall 08-09
CCTL NA NA NA NA NA 100.0 66.7 95.1
LNHS NA 84.0 84.9 81.9 79.2 82.8 78.1 87.9
Monticello NA 0.0 33.3 11.1 0.0 14.3 14.3 14.3
NIHS 62.5 59.0 47.0 57.5 64.4 65.1 78.3 76.9
SIHS 77.9 55.6 45.9 59.3 78.9 68.3 71.0 66.1
Springs NA NA NA NA NA 50.0 NA 30.0
SHS 69.4 61.0 51.8 58.1 56.9 66.5 67.0 65.1
WIHS 72.0 58.6 60.7 70.0 70.2 73.6 64.3 73.2
VPAC NA NA NA NA NA NA NA NA
ISS 71.1 64.4 61.8 66.3 69.7 73.3 72.2 75.7
Chemistry
01-02 02-03 03-04 04-05 05-06 06-07 07-08* Fall 08-09
CCTL NA NA NA NA NA NA NA NA
LNHS NA 90.8 90.9 92.9 93.8 NA 96.0 86.0
Monticello NA NA NA NA NA NA NA NA
NIHS 82.4 86.7 88.5 88.1 90.0 NA 82.9 84.1
SIHS 76.5 96.7 87.5 90.5 82.7 NA 87.3 90.0
Springs NA NA NA NA NA NA NA NA
SHS 79.4 75.8 84.8 88.4 87.5 NA 76.1 85.4
WIHS 75.6 82.6 76.2. 89.9 84.9 NA 78.0 84.1
VPAC NA NA NA NA NA NA NA NA
ISS 77.9 84.7 86.3 90.6 89.3 NA 87.5 85.9
Civics and Ecnonomics
01-02 02-03 03-04 04-05 05-06 06-07 07-08 Fall 08-09
CCTL NA NA NA NA NA NA 85.7 97.3
LNHS NA NA NA NA 84.2 89.1 88.3 89.6
Monticello NA NA NA NA 33.3 33.3 0.0 0.0
NIHS NA NA NA NA 50.4 67.4 61.0 69.3
SIHS NA NA NA NA 68.9 67.3 58.6 41.4
Springs NA NA NA NA NA 0.0 100 NA
SHS NA NA NA NA 51.3 52.4 54.5 45.5
WIHS NA NA NA NA 64.2 69.9 70.3 77.1
VPAC NA NA NA NA NA NA NA 40.0
ISS NA NA NA NA 66.1 71.9 68.2 72.3
*Change in Standard
Percentage Proficient
English I
01-02 02-03 03-04 04-05 05-06 06-07* 07-08
CCTL NA NA NA NA 97.8 87.8 95.3
LNHS NA 93.6 93.5 93.8 93.8 87.3 90.2
Monticello 20.0 18.2 42.9 62.5 46.2 38.5 13.0
NIHS 66.4 74.4 83.3 82.0 90.2 76.0 79.5
SIHS 73.6 76.2 80.1 82.2 82.5 62.8 71.7
Springs NA NA NA NA 37.5 18.2 0.0
SHS 62.5 81.0 74.8 84.0 84.4 60.1 75.2
WIHS 68.4 71.8 82.6 80.5 90.3 70.1 74.1
VPAC NA NA NA NA NA NA NA
ISS 68.3 79.9 83.4 85.2 88.7 73.1 79.1
Geometry
01-02 02-03 03-04 04-05 05-06 06-07* 07-08
CCTL NA NA NA NA 56.3 NA 0.0
LNHS NA 88.2 86.8 86.0 83.3 66.9 82.9
Monticello 0.0 NA 16.7 0.0 NA 0.0 16.7
NIHS 72.8 76.4 67.1 60.2 93.5 80.1 90.1
SIHS 80.1 79.7 78.6 88.5 91.3 84.6 82.4
Springs NA NA NA NA 0.0 NA NA
SHS 83.7 60.2 59.2 66.7 74.6 60.6 61.5
WIHS 75.8 68.5 70.6 77.0 72.4 69.2 80.1
VPAC NA NA NA NA NA NA NA
ISS 78.7 75.9 74.7 76.2 79.0 69.9 78.9
Physical Science
01-02 02-03 03-04 04-05 05-06 06-07 07-08*
CCTL NA NA NA NA 0.0 NA 78.8
LNHS NA 77.6 88.6 87.4 86.3 NA 84.6
Monticello 0.0 0.0 0.0 42.9 50.0 NA 0.0
NIHS 62.4 62.5 60.6 72.5 80.8 NA 61.4
SIHS 68.6 67.1 68.1 87.1 83.2 NA 55.1
Springs NA NA NA NA 0.0 NA 0.0
SHS 61.8 49.8 51.7 52.6 69.6 NA 65.9
WIHS 75.9 63.6 73.8 69.5 78.5 NA 77.2
VPAC NA NA NA NA NA NA NA
ISS 67.1 63.8 70.2 74.7 80.6 NA 71.9
Physics
01-02 02-03 03-04 04-05 05-06 06-07 07-08*
CCTL NA NA NA NA NA NA NA
LNHS NA 97.4 100.0 98.4 98.4 NA 99.1
Monticello NA NA NA NA NA NA NA
NIHS 87.5 80.0 NA NA NA NA NA
SIHS 94.7 86.7 93.8 90.9 NA NA 84.6
Springs NA NA NA NA NA NA NA
SHS 80.8 69.6 90.0 87.8 88.0 NA 70.6
WIHS 86.2 88.6 95.8 95.0 85.2 NA 91.7
VPAC NA NA NA NA NA NA NA
ISS 88.1 84.4 96.4 93.6 92.1 NA 90.0
U S History
01-02 02-03 03-04 04-05 05-06 06-07 07-08
CCTL NA NA NA NA NA NA 73.5
LNHS NA NA NA NA 77.8 82.7 80.7
Monticello NA NA NA NA 0.0 16.7 8.3
NIHS NA NA NA NA 47.3 59.4 65.3
SIHS NA NA NA NA 53.0 69.0 56.5
Springs NA NA NA NA 33.3 NA 0.0
SHS NA NA NA NA 47.8 45.5 51.6
WIHS NA NA NA NA 53.1 61.5 76.6
VPAC NA NA NA NA NA NA NA
ISS NA NA NA NA 57.8 65.8 67.9
Fall 08-09
NA
92.1
23.5
85.4
46.2
37.5
70.8
85.2
78.6
79.7
Fall 08-09
NA
89.7
NA
78.4
84.1
NA
67.0
81.9
100.0
80.9
Fall 08-09
NA
81.8
0.0
60.2
46.9
0.0
31.4
78.0
100.0
56.5
Fall 08-09
NA
100.0
NA
100.0
100.0
NA
84.0
100.0
NA
96.7
Fall 08-09
NA
77.2
18.2
57.8
63.6
0.0
53.0
57.5
0.0
60.9
LNHS
Number
Number Number Percent Number In Made Average Growth
Subject Tested Proficient Proficient Growth Growth Growth Status
Algebra I 518 442 85.328 265 90 -0.203 NotMet
Algebra II 420 360 85.714 ~ ~ ~ ~
Biology 541 481 88.909 462 247 -0.001 Met
Chemistry 282 259 91.844 ~ ~ ~ ~
Civics and Ecnonomics 552 507 91.848 334 213 0.161 Met
English I 522 474 90.805 448 259 0.115 Met
Geometry 447 416 93.065 ~ ~ ~ ~
Physical Science 41 29 70.732 ~ ~ ~ ~
Physics 102 102 100.000 ~ ~ ~ ~
US History 496 419 84.476 464 262 0.104 Met
EOC All Subjects 3921 3489 88.982 1973 1071 0.05 Met
Writing 471 395 83.864 ~ ~ ~ ~
Writing CI 471 407 86.412 ~ ~ ~ ~
CPCTP ~ ~ ~ 442 ~ -0.029 NotMet
Droupout ~ ~ ~ 484 ~ 0.041 Met
Total 4392 3896 88.707 ~ ~ 0.037 Met
Expected Growth: Met
High Growth Not Met
Performance Composite 88.707 School of Distinction
ALL Results Subject to Change
High High
Growth Growth
Ratio Status
0.514 NotMet
~ ~
1.149 NotMet
~ ~
1.76 Met
1.37 NotMet
~ ~
~ ~
~ ~
1.297 NotMet
1.187 NotMet
~ ~
~ ~
~ ~
~ ~
1.2 NotMet
nge
LEA: 490 Iredell-Statesville Schools
School: 335 Lake Norman High
Grade Range: 09-12
School Made Adequate Yearly Progress
School Met 9 (or 100.0%) Out of 9 Target Goals
Reading Grade 10
All Students
Number Of Students 466
Number Of Students Tested 457
Percent Tested 98%
Met 95% Target Goal? Met
Number Of Tested Students (Full Academic Year) 444
Target Goal Percent Proficient (At or Above Grade Level) 38.50%
Percent Proficient (At or Above Grade Level) 83.60%
Percent Proficient with Growth 83.60%
Met AYP Proficiency Goal? Met
* = not calculated due to insufficient data (less than 40 students in the subgroup)
Mathematics Grade 10
All Students
Number Of Students 466
Number Of Students Tested 457
Percent Tested 98%
Met 95% Target Goal? Met
Number Of Tested Students (Full Academic Year) 409
Target Goal Percent Proficient (At or Above Grade Level) 68.40%
Percent Proficient (At or Above Grade Level) 90.50%
Percent Proficient with Growth 90.50%
Met AYP Proficiency Goal? Met
Number of Students Included in Growth 12
Percent Met Growth Expectation *
OAI Graduation Rate% 92.80%
OAI Graduation Rate Met? Met
* = not calculated due to insufficient data (less than 40 students in the subgroup)
Other Academic Indicator - Graduation Rate
All Students
Graduation Target 80.00%
Graduation Rate 92.80%
Met Graduation Goal? Met
* = not calculated due to insufficient data (less than 40 students in the subgroup)
Economically Limited English
American Indian Asian Black Hispanic Multi-Racial White Disadvantaged Proficiency
0 6 23 6 12 419 36 1
0 6 20 6 12 413 34 1
* * * * * 99% * *
No Data Insuf Data Insuf Data Insuf Data Insuf Data Met Insuf Data Insuf Data
0 6 20 5 11 402 33 1
38.50% 38.50% 38.50% 38.50% 38.50% 38.50% 38.50% 38.50%
* * * * * 85.60% * *
* * * * * 85.60% * *
No Data Insuf Data Insuf Data Insuf Data Insuf Data Met Insuf Data Insuf Data
Economically Limited English
American Indian Asian Black Hispanic Multi-Racial White Disadvantaged Proficiency
0 6 23 6 12 419 36 1
0 6 20 6 12 413 33 1
* * * * * 99% * *
No Data Insuf Data Insuf Data Insuf Data Insuf Data Met Insuf Data Insuf Data
0 5 16 5 9 374 28 1
68.40% 68.40% 68.40% 68.40% 68.40% 68.40% 68.40% 68.40%
* * * * * 91.70% * *
* * * * * 91.70% * *
No Data Insuf Data Insuf Data Insuf Data Insuf Data Met Insuf Data Insuf Data
0 1 0 0 0 11 0 0
* * * * * * * *
* * * * * 93.20% * *
Insuf Data Insuf Data Insuf Data Insuf Data Insuf Data Met Insuf Data Insuf Data
Economically Limited English
American Indian Asian Black Hispanic Multi-Racial White Disadvantaged Proficiency
80.00% 80.00% 80.00% 80.00% 80.00% 80.00% 80.00% 80.00%
* * * * * 93.20% * *
Insuf Data Insuf Data Insuf Data Insuf Data Insuf Data Met Insuf Data Insuf Data
Students With Disabilities
24
18
*
Insuf Data
18
38.50%
*
*
Insuf Data
Students With Disabilities
24
17
*
Insuf Data
16
68.40%
*
*
Insuf Data
1
*
*
Insuf Data
Students With Disabilities
80.00%
*
Insuf Data
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
School Name: Lake Norman High School Year: 2009-2010 Current NCLB Status: Met AYP Current ABC Status: Expected Growth
P PLAN: Identify the gap and the approach
Overall SMART Goal (Three year projection): By 2010, Lake Norman High School‟s graduation rate will meet or exceed 93% and will increase by 2014 to 100%
Insert (or attach) data table to support the selection of the above stated overall SMART Goal: 93% cohort graduation rate for 08-09, 17 dropouts in 08-09 (see next sheet for data table)
Data Analysis. Answer the data analysis questions.
1. What are the key strengths and data to support it? Drop out 2. What are the key opportunities for Improvement and the data to support it? Reduce 3. What information/data is needed that we do not have? What are our dropouts currently doing? Can we get them back
rate cut in half, graduation rate exceeded 2008-2009 goal (See dropouts to 0, increase graduation rate to 100% in a program?
attached sheet)
Target SMART Goal (One year projection based on the gap analysis in question 2 above.): By June 2010, Lake Norman High School will Increase the graduation rate from 93% to 95.8%
4. What is your next step (Identify key approach or strategy you will implement during cycle 1 to achieve your target goal.)? Continue Teacher Advisory Program with fidelity (continuation of Walk Throughs, regular feedback and validity of the program.
D DO: Develop and Implement Deployment Plan
Step # Cycle 1 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1 Deploy and train new Advisory curriculum Jennifer Peace Training on schedule, sign-in sheet 8/19/2009 8/28/2009
#2 Conduct weekly advisory walkthroughs Admin Walkthrough data 8/25/2009 10/29/2009
#3 Report walkthrough data to SIT Jennifer Peace SIT Minutes 10/29/2009 10/29/2009
#4 Evaluate results and determine next steps Jennifer Peace New deployment plan 10/29/2009 11/6/2009
Deployment Plan Quality Check:
What resources/budget needs do you have for the first cycle?
$2,500
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
FLC budget
If funding is not available, identify the steps from the deployment plan that will address the funding gap.
21
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach? All teachers will be trained in the new advisory curriculum on 8/19/09.
Determine the measures/data that will be used to determine the effectiveness of the first cycle approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? Advisory Walkthroughs C. What data will you use to determine if the approach impacted the overall goal or target
approach was deployed? Advisory goal? LNHS graduation/dropout rate
Walkthroughs
S Study – Analysis of data after implementing an approach
At the end of cycle 1, answer the following questions based on the data collected from your identified measures:
1. What are the key strengths and data to 2. What are the key opportunities for Improvement and the data to support it? 3. What information/data is needed that we do not have?
support it?
Reflect on the data analysis for cycle 1 and check which option best describes your direction for cycle 2 (double click the box to and select “check” to check the box)?
Target goal has been met and is changed to reflect new target. Target goal not met so we will continue current approach, but make improvements to deployment plan based on data analysis above.
Target goal not met but data indicates current approach is effective so we will continue Target goal not met and data indicates gap is widening so we will abandon current approach and identify a new approach
current approach and repeat deployment plan for the next cycle.
A Act – Revise or continue with deployment plan based on data analysis
4. What is your next step for cycle 2 - identify key approach or strategy? (If you are continuing with the approach from cycle 1, restate it here. If you are changing your approach for cycle 2, state it here.)
Step # Cycle 2 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1
Deployment Plan Quality Check:
What resources/budget needs do you have for cycle 2?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the deployment plan that will address the funding gap.
What professional development, if any, will be offered in cycle 2 to support the staff in implementing the approach?
Determine the measures/data that will be used to determine the effectiveness of cycle 2 approach by answering the following questions:
22
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? C. What data will you use to determine if the approach impacted the overall goal or target goal?
approach was deployed?
S Study – Analysis of data after implementing an approach
At the end of cycle 2 answer the following questions based on the data collected from your identified measures:
1. What are the key strengths and data to support it? 2. What are the key opportunities for Improvement and the data to support it? 3. What information/data is needed that we do not have?
Reflect on the data analysis for cycle 2, which option best describes your direction for cycle 3?
Target goal has been met and is changed to reflect new target. Target goal not met so we will continue current approach, but make improvements to deployment plan based on data analysis above.
Target goal not met but data indicates current approach is effective so we will continue Target goal not met and data indicates gap is widening so we will abandon current approach and identify a new approach
current approach and repeat deployment plan for the next cycle.
A Act – Revise or continue with deployment plan based on data analysis
4. What is your next step for cycle 3 - identify key approach or strategy? (If you are continuing with the approach from cycle 2, restate it here. If you are changing your approach for cycle 3, state it here.)
Step # Cycle 3 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1
Deployment Plan Quality Check:
What resources/budget needs do you have for cycle 3?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the deployment plan that will address the funding gap.
What professional development, if any, will be offered in cycle 3 to support the staff in implementing the approach?
Determine the measures/data that will be used to determine the effectiveness of the cycle 3 approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? C. What data will you use to determine if the approach impacted the overall goal or target goal?
approach was deployed?
S Study – Analysis of data after implementing a strategy
At the end of cycle 3 answer the following questions based on the data collected from your identified measures:
23
Iredell-Statesville Schools
School Improvement Plan
A Continuous Improvement Cycle
1.What are the key strengths and data to 2.What are the key opportunities for Improvement and the data to support it? 3. What information/data is needed that we do not have?
support it?
Reflect on the data analysis for cycle 3, which option best describes your direction for cycle 4?
Target goal has been met and is changed to reflect new target. Target goal not met so we will continue current approach, but make improvements to deployment plan based on data analysis above.
Target goal not met but data indicates current approach is effective so we will continue Target goal not met and data indicates gap is widening so we will abandon current approach and identify a new approach
current approach and repeat deployment plan for the next cycle.
A Act – Revise or continue with deployment plan based on data analysis
4. What is your next step for cycle 4 (Identify key approach or strategy)? If you are continuing with the approach from cycle 3, restate it here. If you are changing your approach for cycle 4, state it here.
Step # Cycle 4 Detailed Steps Person(s) Responsible Measure/Indicator Start Date End Date
#1
Deployment Plan Quality Check:
What resources/budget needs do you have for cycle 4?
If you identified budget needs, what budget code will you use to meet the budget needs for this cycle?
If funding is not available, list the steps from the deployment plan that will address the funding gap.
What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?
Determine the measures/data that will be used to determine the effectiveness of the cycle 4 approach by answering the following questions:
A. What data will you use to determine if the B. What data will you use to determine if the approach was deployed with fidelity? C. What data will you use to determine if the approach impacted the overall goal or target goal?
approach was deployed?
24
LNHS Dropouts
05-06 06-07 07-08 08-09
Am. Indian 0 0 0 0
Asian 0 1 0 0
Black 2 3 1 3
Hispanic 0 0 2 4
Multi-racial 0 0 0 0
White 33 36 29 10
All 35 40 32 17
LNHS Enrollment
05-06 06-07 07-08 08-09
Am. Indian 4 5 6 7
Asian 23 30 32 41
Black 39 39 52 67
Hispanic 41 60 54 52
Multi-racial 10 16 25 33
White 1425 1582 1668 1713
All 1542 1732 1837 1913
% of Total Population
05-06 06-07 07-08 08-09
Am. Indian 0.00% 0.00% 0.00% 0.00%
Asian 0.00% 0.06% 0.00% 0.00%
Black 0.13% 0.17% 0.05% 0.16%
Hispanic 0.00% 0.00% 0.11% 0.21%
Multi-racial 0.00% 0.00% 0.00% 0.00%
White 2.14% 2.08% 1.58% 0.52%
All 2.27% 2.31% 1.74% 0.89%
% of Total Ethnicity
05-06 06-07 07-08 08-09
Am. Indian 0.00% 0.00% 0.00% 0.00%
Asian 0.00% 3.33% 0.00% 0.00%
Black 5.13% 7.69% 1.92% 4.48%
Hispanic 0.00% 0.00% 3.70% 7.69%
Multi-racial 0.00% 0.00% 0.00% 0.00%
White 2.32% 2.28% 1.74% 0.58%
All 2.27% 2.31% 1.74% 0.89%
Safe School Plan for (insert school name)
Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of
district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.
Name and role of person(s) responsible for
implementing this plan:
Statement of Responsibility for the School District Superintendent
In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and
implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating
implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.
In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary
consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)
27
Statement of Responsibility for the School Principal
In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and
maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting
appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously
disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive
In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences
may occur: (INSERT APPROPRIATE INFORMATION HERE)
Statement of the Roles of Other Administrators, Teachers, and Other School Personnel
In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary,
and maintaining a safe, secure, and orderly school environment:
Assistant Principal(s):
Teachers:
Teacher Assistants:
Other School Staff:
Services for At-risk Students
Pursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk
of academic failure, or of engaging in disruptive or disorderly behavior, or both.
28
29
Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and
disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically
and modifying their behavior, and for removing them from classrooms when necessary.
Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school
or an alternative learning program.
30
In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are
in place. (Copy as needed depending upon number of goals.)
Goal:
Target:
Indicator:
Milestone Date:
Goal:
Target:
Indicator:
Milestone Date:
In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the
school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning
Programs).
Target:
Indicator:
Milestone Date:
Target:
Indicator:
Milestone Date:
Target:
Indicator:
Milestone Date:
In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns
with the goals of our safe school initiative:
Professional Development Planned/Completed
31
Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court
officials.
Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school
community, parents, and representatives of the local community.
32
33
Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs
Program or Strategy Being Funded Amount of Funding Source of Funding
34
School-based Management and Accountability Program
Summary of School-based Waiver Requests
Program Year: 2008-2011
LEA or Charter School Name/Number: Lake Norman High School Iredell-Statesville Schools - 490
Waivers Time Line Resources Person Responsible Measure
Maximize the use of state funds and local flexibility to August 2009 August 2010 None Central Office Personnel EOG/EOC: TWCS: SAR: Attendance
improve student achievement. and Principal
Convert vacant teacher assistant positions to teacher
positions
Convert non-instructional support positions to teacher
position
Utilized teacher assistants in grades other than K-3 for
A part of a day for instructional purposes (elementary
only)
Utilize vacant months of employment for
other staff positions and/ or instructional supplies
Transfer state funds allotted for textbooks to
classroom materials/instructional
supplies/equipment
Use state textbook funds for the purchase of textbooks
not on the NC Textbook Adoption List
Utilize waivers for maximum flexibility in the following August 2009 August 2010 None Central Office Personnel EOG/EOC: TWCS: SAR: Attendance
areas and Principal
Exceed class size in grade 4-12 Exceed 150 student
contacts per teacher
Required Action Steps Time Line Resources Person Responsible Measure
Implement the Iredell-Statesville Schools Safe Schools August 2009 August 2010 I-SS Safe Schools Plan Administrators, SRO, TWCS, Crime and Violence Report,
Plan All Staff Discipline Reports
School will meet the expectations of the NC General August 2009 August 2010 None Principal, SIT Chair SIT Minutes, School Schedule
statute 115C-105.27. The school will have a goal of
providing at least 5 hours of planning time each week.
Academically and Intellectually Gifted: Funds may be August 2009 August 2010 None Principal Finance Reports
transferred to other categories if all academically and
intellectually gifted students are appropriately served.
School will meet the expectations of House Bill 1151. The August 2009 August 2010 None Principal, SIT Chair SIT Minutes
SIT will provide duty free lunch period every day for
teachers or as otherwise approved by the SIT.
Signature of Superintendent/Designee Date
35
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