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Coopera ve Innova ve High Schools are characterized by the presence of commonly held standards for high

quality instruc onal prac ce. Teachers in these schools design rigorous instruc on that ensures the development
of cri cal-thinking, applica on, and problem-solving skills o en neglected in tradi onal se ngs.
Although last years goal was to improve lesson plan design, the primary beneciary of this
emphasis was manifested most frequently in Seminar classes. Our goal this year will be to transfer that design
format into each classroom/course lesson.

Instructional staff will


produce purposefully
designed lessons for each
of their courses that 1)
are tied to a specific
Standard, including 2) the
Common Instructional
Framework, 3)
Read/Write/Think/Talk,
4) multiple formative
assessments, and 5) a daily
teacher reflection.

School-wide Common
Planning, Critical Friends
Protocols, Differentiated
Professional Development,
Professional Development
on Purposeful Design,
Lesson Plan Tuning,
Providing formative
assessment feedback,
Walk-throughs,
Instructional and Peer
Rounds

School Year 2016-2017

Principal, Assistant
Principal, Teaching Faculty,
Staff, Instructional
Coach, Leadership Coach

NC New Schools partner schools are characterized by the pervasive, transparent, and consistent understanding
that the school exists for the purpose of preparing all students for college and work. They maintain a common set
of high standards for every student to overcome the harmful consequences of tracking and sor ng.
Last year our ACT Reading scores dropped by 1 point. The sta believes that student depth
of reading or Reading for Understanding is an area in which we would like to see improvement.

ACT Reading Scores will


improve by 1 or more
points.

Pre-ACT and ACT Prep,


School-wide Common
Planning, Professional
Development on Purposeful
Design, Lesson Plan Tuning,
Providing formative
assessment feedback,
Walk-throughs,
Instructional and Peer
Rounds, Targeted
Professional Development

School Year 2016-2017

Principal, Assistant
Principal, Teaching Faculty,
Staff, Instructional Coach

As required: J. P. Knapp Early College will con nue to provide ini a ves and supports to reduce the teacher
turnover rate and encourage teacher reten on.
Last year two teachers resigned to take jobs in another district at a private, charter school.
As a result of the N. C. Department of Public Instruc on redening Teacher Turnover Rate, the J. P. Knapp Early
College Teacher Mobility Rate was 18%, while the Teacher A ri on Rate was 0%.

Based on the new DPI


definitions, J. P. Knapp
teacher attrition rate will
remain at or below the
state average, currently
9%.

New Teachers will be


provided mentors to
support the transition to
our school.
New Teachers will
participate in weekly
professional development
(Peer Instructional
Rounds, Lead Learning, PLC
Meetings, School
Improvement Team) and
North Carolina New
Schools opportunities.
North Carolina New
Schools (NCNS)
Instructional Coach will
work with new staff
members on the NCNS

School Year 2016-2017

Principal, Assistant
Principal, Teaching Faculty,
and Staff

vision and techniques for


instruction.
New staff will only be
assigned extra activities if
they are requested.
New staff will receive
coaching and support from
administration in the areas
of instructional delivery,
lesson design, classroom
management, and student
interventions.
New Teachers will attend
district sponsored
professional development
activities.