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Mission and Vision

Mission:

Our mission is to build an inclusive school community that engages, empowers, and inspires our students.

Vision:

Our vision is to develop well-rounded, confident, and responsible individuals who, with support and excellent instruction, achieve their full potential. We will do this by providing a welcoming, safe, and encouraging learning environment that includes both academic and social-emotional support to propel them into their post-secondary lives. Embedded in this vision is the commitment to closing the opportunity gap for our traditionally marginalized students.

Theme:

Jaguars Forward– Grounded in Purpose. Loving Our People.

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2024-2025 Celebrations

Exceeded growth on EOCs
Black students went from a grade D to B
Math 1 proficiency went from 16.8 to 35.6
Sense of Belonging on Panorama rose 7 points to 50%
Increased AP enrollment for MLLs from 18.5% to 43%
21 MLLs “exited” MLL services based on their ACCESS scores
Well Fargo Cup Winner
3 state championships
10 All State Selections
Something Rotten! selected as finalist for DPAC Rising Star Best Ensemble
25 theater students participated in the Disney Imagination Campus program

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Growth Opportunities

TSI-AT Status for English Language Learners

On the watchlist for Students with Disabilities

Graduation rate is at 85%
Chronic absenteeism remained in the high 30%
Based on the TWC, Professional Learning is at 47% and School Leadership is at 54% favorable ratings

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School Improvement Plan Goals 2025-2027

School Improvement Team Goal 1: Reduce Opportunity Gaps

MLLs taking End-of-Course exams will increase their performance score from 32 to at least 40.
Students with Disabilities taking End-of-Course exams will increase their performance score from 39 to at least 46.
Black students taking End-of-Course exams will increase their performance score from 76 to at least 84.

Indicators 1:

A4.01: The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

Schoolwide universal screening tools (IXL for Reading & Math, Panorama for SEL) are used to identify student needs and inform improvements to Core instruction.
Through professional development delivered via PLTs/Departments, staff understand that tiered instruction is fluid and based on data, not student labels and placements.

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School Improvement Plan Goals 2025-2027

School Improvement Team Goal 1: Reduce Opportunity Gaps

MLLs taking End-of-Course exams will increase their performance score from 32 to at least 40.
Students with Disabilities taking End-of-Course exams will increase their performance score from 39 to at least 40.
Black students taking End-of-Course exams will increase their performance score from 76 to at least 84.

Indicator 2:

D1.02: The LEA/School has aligned resource allocation (money, time, human resources, within the school’s instructional priorities.

The school will use available national, state, district, and school resources to be directed to MLLs and Students with Disabilities.

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School Improvement Plan Goals 2025-2027

School Improvement Team Goal 2: Reduce instructional loss.

Increase satisfactory attendance for all students.
Decrease chronic absenteeism for MLLs.
Decrease chronic absenteeism for SWD.

Indicator 1:

A4.01: The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

The school’s implementation aligns with the NC MTSS framework through the use of a structured problem-solving model and consistent, evidence-based interventions tailored to student needs.
All teachers will be provided required and optional professional learning on when it’s appropriate to refer a student to the MTSS team, how to use Panorama to make a referral and implement interventions.

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School Improvement Plan Goals 2025-2027

School Improvement Team Goal 2: Reduce instructional loss.

Increase satisfactory attendance for all students.
Decrease chronic absenteeism for MLLs.
Decrease chronic absenteeism for SWD.

Indicator 2:

B3.05: The Leadership Team implements, monitors, and analyzes results from early warning system at the school level using indicators (e.g., attendance, academic, and behavior monitoring) to identity students at risk for dropping out.

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School Improvement Plan Goals 2025-2027

School Improvement Team Goal 2: Reduce instructional loss.

Increase satisfactory attendance for all students.
Decrease chronic absenteeism for MLLs.
Decrease chronic absenteeism for SWD.

Indicator 3:

E1.06: The school regularly communicated with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children’s learning).

Staff provide culturally sensitive communication strategies that affirm the strengths of diverse families and respected varied parenting styles.
All teachers will adhere to the grading, Canvas, and Infinite Campus expectations established by the Schoolwide Leadership team.

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School Improvement Plan Goals 2024-2026

Strengthening Family & Community Engagement

CHS will host at minimum four family and community engagement events per year.

Empowering, Equipping and Investing in Our People

CHS will provide a duty free lunch period for every teacher on a daily basis or as otherwise approved by School Improvement Team.

CHS will provide a duty-free instructional planning time for every full-time assigned classroom teacher, with a goal of providing an average of at least five full hours of planning time per week.

CHS shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent practicable, streamline the school's reporting system and procedures, including requiring forms and reports to be in electronic form when possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

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2025-2028

Priority Indicators

Instructional Excellence

Indicator A3.01: Instructional Teams use student learning data to identify students in need of instructional support or enhancement.

Stakeholder Engagement

Indicator E1.05: The “ongoing conversation” between school personnel and parents/guardians is candid, supportive, and flows in both directions.

Multi-Tiered System of Supports

Indicator A4.01: The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

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Human Resources/Finance

A dedicated Teacher Assistant to address the unique academic, linguistic, and social-emotional needs of our Newcomer/MLL population�

Targeted financial support aligned with our TSI-AT designation, allowing for evidence-based interventions and professional learning tied to MTSS, culturally responsive instruction, and attendance interventions�

Assistance aligning human capital decisions (staffing assignments, supplemental pay, additional duties) with SIP priorities and student needs.

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School Leadership

Ongoing coaching and monitoring support related to SIP goals, indicators, and action steps, with intentional alignment to TSI-AT requirements and MTSS implementation�

Assistance with capacity-building for instructional leaders (administrators, department chairs, MTSS leads) to ensure consistent implementation across content areas�

Continued partnership in strategic decision-making around staffing, scheduling, and resource allocation to address opportunity gaps for MLLs, Students with Disabilities, and Black students�

Clear guidance and district-level advocacy when policy, staffing, or operational constraints impact SIP implementation

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Operations

Weekly bus logs documenting routes, stops, and times to ensure students are consistently receiving transportation services

More frequent communication with the Transportation Department given CHS’s role as the district Newcomer school.

Quarterly transportation review meetings to proactively address recurring concerns and barriers to attendance

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Instruction

Direct MTSS Director support during MTSS meetings, PLTs, data analysis cycles focused on MLLs, SWD, and chronically absent students

Support with professional learning focused on tiered instruction, progress monitoring, effective use of IXL, Panorama, Canvas, and Infinite Campus

Ongoing collaboration to strengthen early warning systems, instructional coherence across departments, culturally responsive instructional practices, and discipline discrepancy of SWD, Black students, Latinx students, and MLLs.