High Point Academy Spartanburg An Applied Learning School

5. Goals and Objectives

High Point Academy has listed “SMART” goals that align with the state and federal accountability systems.

1. Achieve a 90% graduation rate among High Point seniors after the fourth graduating class.

Year 1 84% 1st graduates

Year 2 86% 2nd graduates

Year 3 88% 3rd graduates

Year 4 90% 4th graduates

Year 5 and beyond will seek to maintain a 90% graduation rate

This goal will be achieved through proper course and credit counseling, as students enter High School. Credit recovery and online courses to help young people meet their goals will be available.

2. Overall core curriculum (Common Core & PASS test results) Math and Reading

2012 Spartanburg District 5: Reading: 79.7%, Math: 80.1%

2012 Spartanburg District 6: Reading: 75.8%, Math: 76.2%

2012 Spartanburg District 7: Reading: 67.8%, Math: 66.1%

High Point Academy Overall Student Performance

Year 1 Math 75% Year 2 Math 77%

Year 1 Reading 75% Year 2 Reading 77%

Year 3 Math 79% Year 4 Math 81%

Year 3 Reading 79% Year 4 Reading 81%

Year 5 Math 83% Year 6 Math 85%

Year 5 Reading 83% Year 6 Reading 85%

Year 7 Math 87% Year 8 Math 89%

Year 7 Reading 87% Year 8 Reading 89%

Year 9 Math 90% Year 10 Math 90%

Year 9 Reading 90% Year 10 Reading 90%

High Point Academy will seek to maintain the year 10 standards for each subsequent year. Raising the standard by 2% yearly shows a steady improvement for academic progress.

3. Attendance and Continuity is vital for academic success in the classroom.

Year 1 91% Average daily attendance or greater

Year 2 93% Average daily attendance or greater

Year 3 and beyond 95% Average daily attendance or greater

Students returning to High Point Academy for the next school year (excluding graduation)

K-11th grade Returning Student Percentages

Year 1 85% Returning

Year 2 88% Returning

Year 3 91% Returning

Year 4 and beyond 93% Returning

4. Discipline and Character Leadership

Students who receive discipline referrals and/or infraction report including detentions

Year 1 24% or less of the student body will have infractions, including class 1

Year 2 21% or less of the student body will have infractions, including class1

Year 3 15% or less of the student body will have infractions, including class1

Year 4 and beyond 15% or less of the student body will have infractions, including class1

The number of projects students will participate in to affect the community around them during a school year.

Year 1 K-2^nd 1 project, 3rd-8th 2 projects, 9-12^th 3 projects

Year 2,3 K-2^nd 2 projects, 3^rd-8^th 3 projects, 9-12^th 4 projects

Year 4,5 K-2^nd 2 projects, 3^rd-8^th 4 projects, 9-12 4 projects

At least 1 project yearly will be dedicated to renewable resources (STEM) and how to better the High Point community as well as the families involved.

5. Special Education and Assisted Students

80% or greater of students with IEPs/504 will meet or exceed performance goals as set by the deciding committee.

High Point Academy will use various strategies to meet and exceed our guidelines and goals. During the first school year of operation, we will be setting our baselines with standards higher than our established goals. We will measure the outcomes for each of these SMART goals through PowerSchool and state testing measurements. The Special Education/504 goal will have accountability through documented yearly meetings and the continuity rating can be figured based on returning student applications verses currently enrolled children. We believe an accurate accounting of each standard will allow High Point to track progress and make any necessary changes to the school. High Point Academy will adhere to state standards for high school graduation.

The school’s Board of Trustees will be given all collected data as well as our sponsoring district to allow a formal review to be given for administration. High Point will strive to exceed our goals on a yearly basis. We believe these goals define a highly qualified school and indicate the vitality of our student body, teacher success rates and leadership influence.

High Point’s academic difference is one of extensive research, project-based learning and “real life” application. Our students will graduate prepared for college. Their skills will place them in top universities across America. The academic expectations at High Point Academy will help many students gain the confidence they need to pursue post-secondary education. Honors classes, dual credit courses and STEM projects will challenge every aspect of a student’s education. Upon leaving High Point, young people will journey into the world with confidence and pride, knowing that they are prepared for success in life.

Some of the ways that High Point will achieve these goals will be different than traditional schools. A typical school day will begin as early as 7:35 a.m. with the tardy bell ringing at 7:45 a.m. Students will meet in their mentor coach’s classroom to work on their classroom community project. Each semester every homeroom class will be assigned a project, that when completed, will fit together with all of the other class projects to present a common theme at parent/community night. School days will run from 7:45-4:15. This promotes more academic rigor and gives young people an opportunity to have more exposure to academic themes.

Students will continue their day attending core subjects, spending 90 minutes in math and reading/ELA daily. Those children who are ahead of their peers will use this extra time to work on their AAP (Academic Achievement Plan) and focus on leadership and mentoring experiences within the school. Part of the uniqueness that High Point Academy can offer is the individualized AAP that custom-fits both gifted and struggling students’ needs. Most classroom discipline problems begin from boredom or lack of understanding that which is being taught. The desire of High Point Academy is to keep students who progress quickly through a lesson engaged and challenged, while spending the appropriate time needed to help the struggling child move forward.

Perfect Attendance awards and activities to promote school attendance will become a regular celebration at High Point Academy. Each six weeks a child will be eligible for recognition and local community sponsored gifts or coupons. By emphasizing attendance, children are more likely to want to attend school. Another factor that promotes attendance as well as returning students is creating a “safe environment.” A no bully zone as well as respect and for their peers and teachers gives children the feeling of belonging. High Point Academy wants to create a family atmosphere that encourages children to thrive. These strategies will help HPAS be a successful school of choice.

6. Evaluating Pupil Performance

Students at High Point Academy are going to be lead to achieve greatness. We want all children, grades K-12, to learn in an environment that is indicative of a quality charter school. Consistently evaluating pupil performance keeps accountability in the classroom both for the student and the teacher. High Point intends to have AAP (Academic Achievement Plans) for every student on campus. These plans will include data and testing results to help staff, tutors, parents, and students make informed decisions about the educational goals and progress of each student.

High Point Academy will be a data driven school. Student achievement, student goals, school test scores, and student learning all play an equal part in the educational decision making process. The Board of Directors, superintendent, principal, and teachers will all be held accountable for the decisions they make based on the statistics gained from student performance throughout the school year. These statistics will be collected through PASS benchmarking tests, Stanford 10 tests, 6 week benchmarking tests, Scholastic Reading Inventory, Accelerated Reader Program, MAP tests and any other measurable, benchmarking means necessary.

Student Achievement Goal: High Point Academy students will obtain the reading comprehension, English language arts, and writing skills necessary to master a rigorous high school curriculum that culminates in graduation and college readiness.

Another major goal and tracking of students that will occur throughout the school year will be benchmarking exams. Test results will be collected and studied to determine areas of weakness relating to the Common Core standards on an individual basis. A chart will be developed that gathers all this information in one place and tracks it. It will allow teachers to know which standards have been mastered and which ones need re-teaching. This information will be recorded in each student’s individual AAP.

Through effective data collection, all students should be able to learn, be prepared for tests, and confidently face state assessments feeling prepared. These benchmarks will be offered 3-4 times yearly, depending on the results of the class/student taking the assessment. The benchmark will help pin point specific children who are not progressing at the same rate as their peers. Tutors, parents, and teachers together, will set goals and work together to help every child succeed.

Describe methods used to measure success towards each goal.

Goal 1: Reading, ELA, and Writing

Students will take benchmark evaluation tests for reading and writing (grades 4, 7). Use of the Stanford 10 test will help to establish an overall baseline for student achievement. All students (K-12) will be given the Scholastic Reading Inventory to determine reading fluency and grade level and will actively participate in the Accelerated Reader program to boost proficiency and success.

Goal 2: Mathematics

Students will take a practice benchmark test for mathematics. Double blocked (90 min.) classes in math, gives students the opportunity to learn math concepts more easily and completely. Six week testing can give teachers an insight as to what concepts must be retaught to students and tutors can reinforce the math lessons. This will effectively close the gap on student math deficiencies.

Stanford 10 testing will be used to offer baselines for learning on an individual basis.

Goal 3: Science and Social Studies

Students in Social Studies and Science are often taught from different perspectives. Due to experiential learning, 40 % of class time will be devoted to lab time for science. These classes will demonstrate their understanding of the science CORE through hands-on labs and experimentation. Social studies will meet the requirement through a more creative use of curriculum bringing to life the units studied and gaining experiential knowledge and cultural awareness while mastering the state expectations. These subjects will be given a Stanford 10 test to show the progress obtained in one year study in science or social studies.

Goal 4: Identified Special Education

Special Education students will take all assessments required of other students with appropriate modifications based on their Individualized Educational Plan (IEP) or the SC alternative assessment as designated by the IEP team/committee. Assessments that cannot be modified will be determined by the team/committee.

Goal 5: Piano Lab

End of the year recital concerts and classroom demonstrations will be used to determine the progress made toward achieving this goal as a school. Combined with teacher instruction, students will progress at their own pace to gain a basic and working knowledge of piano.

Goal 6: Technical Expertise

The utilization of technology by students will be highly evident at High Point. Teachers will implement the Common Core State Standards in technology state standards through a variety of methods including iBook lesson plans and internet research. Secondary students will be given an iPad to complete their work and access digital textbooks and iBooks. Technical proficiency will be gauged through various projects as well as a digital portfolio review.

Goal 7: Character/Leadership/Service

Service projects will be conducted each semester by every student in the school, either individually or in small groups. Leadership roles will be assigned to High Point Academy students by their teachers. Students will be challenged to turn classroom ideas into innovative community projects, services and solutions. Goals will be set and progress towards those goals measured by a set of rubrics determined by the administration.

Goal 8: Attendance

Attendance of all staff, faculty, and students will be logged daily at High Point Academy through PowerSchool. Awards will be granted for perfect attendance both for students and faculty alike. Studies show that students who are at school or desire to be at school, are more effective team members and as a result, are more successful learners. Students are expected to be on campus, as this is vital for the building of community and relationships, among the High Point Academy family.

Goal 9: Continuous Enrollment and School Satisfaction

When a family chooses to leave High Point, an exit interview will be held for the student(s) wishing to withdrawal. These records will be analyzed to allow High Point Academy to more effectively meet the needs and expectations of its families. As graduating students prepare to move on, a satisfaction survey will be given to them as well. This feedback will allow High Point staff to determine how to better improve the school climate both academically and socially.

Goal 10: College Enrollment

In order for our students to gain more knowledge about college readiness programs, we will offer parent/student classes that help families understand the process of FAFSA forms, SAT and ACT tests, and college applications. At High Point Academy, it is our goal to prepare students to flourish in whatever career path they choose.

Student Assessment and Benchmarking for Grade Level

Students in K and 1^st grades Scholastic Reading Inventory Fall/Spring

2nd grade students Scholastic Reading Inventory Fall/Spring

Gifted and Talented January

3^rd-8^th grade PASS for ELA, Math, Sci, SS May

Benchmarking for PASS Sept/Nov/Feb

Scholastic Reading Inventory (as needed)

PASS Writing March

High School Algebra I/Tech Math 2, Eng I, EOC Exam

US History, Biology I/Applied 2

Scholastic Reading Inventory as needed

Benchmarking for EOC exams

Year 2 High School HSAP-ELA and MATH Spring

Benchmarking for HSAP exams Fall

Retakes Fall/Spring

High Point Academy understands that the testing dates are subject to change and will comply with all updates.

Data collected from the testing and benchmarking will help to offer direction for the High Point staff. Parents, tutors, and teachers will have access to the information and twice yearly the AAP will be updated to reflect the areas of strength and weakness. Individual projects will be included in the plan to give students a direction for self-learning and fun project based activities that improve educational achievement. Accountability is vital for success in a data driven environment. Teachers that are experiencing repetitive challenges will be mentored and placed on a growth plan to develop their skills and make them more effective in the classroom. High Point Academy will offer all staff and teachers professional development that gives them teaching strategies, technology-based development and classroom management skills to refine their classroom approach and achieve excellent results.

Professionals that are unable to stay on task in the classroom, achieve positive test scores, and struggle with classroom management will be properly identified and evaluated through the ADEPT system. In some cases, a teacher will be replaced. First however, they will be given appropriate remediation and training, placed on growth plans to improve weak areas and directly mentored by more experienced teachers. Often times, teachers struggle due to lack of knowledge or acquired skill. High Point Academy wants to be proactive in developing quality teachers and giving them incentives to reward their hard work and extra efforts. Appreciation is vital for a positive team environment.

7. Serving Students with Special Needs

Effective Strategies for Identifying Student Needs

One of the first strategic steps the campus must follow for student success involves identifying the student’s needs. Based on the individual evaluations, all qualifying students will be offered services that are based on specific student need. For both special education and Section 504, the state requires the participation of designated students on the PASS assessment. An IEP team/committee determines what assessments are most appropriate for students in special populations.

Students with disabilities are held to the same challenging standards as all students in the general population, and school support is essential to meet the guidelines for special education students. Regular education teachers must know and utilize strategies based on the student’s Individualized Education Plan (IEP) so they can help students with disabilities learn in mainstream education classes as much as possible. Special education teachers need to know the academic content in which their students will be tested on PASS.

High Point Academy will hire a certified special education teacher, qualified to work with students with disabilities and provide professional development for all faculty, in order to help with implementing effective strategies for special needs students. Also during the first year of operation, High Point plans to hire a certified special education aid. We believe this will help us identify and service the school population very quickly. The special education teacher will be responsible for coordinating all Intervention meetings with staff and parents, as well as hand-out current modifications/accommodations for SPED students. The Section 504 student is similar to the special education child, also being offered modifications/accommodations.

High Point Academy understands that requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. The school is willing and capable of following the procedures outlined in this law. Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and Title III of Elementary and Secondary Education Act (ESEA) are also federal requirements that High Point Academy is able to comply with.

HPAS has prepared the opening year budget with expectations of necessary services rendered for contract labor. All qualifying students will receive necessary services. The budget reflects $12,000 and $9,000 in line items 49 and 50. This money is available for year 1. Each subsequent year, High Point has set aside monies for necessary contract work. This contracted labor will come on a regular basis (whatever is specified in their Intervention plan) to High Point and provide training or necessary services to the eligible students, as indicated in their IEP.

Students served by special education will begin transition services by age 13. These services include career and post-secondary planning, as well as assessing curricular needs for high school graduation. A full range of special education services and support will be provided to every special education student to maximize academic success. High Point Academy will encourage each special education student to participate in the IEP process during these secondary years and will also include the student’s graduation coach, advisor and parent in each meeting. This will assist students in making the best decisions possible when planning for future endeavors. The goal of High Point is to prepare each student to accomplish all educational and career goals. This includes setting high standards of expectation and assisting each student in whatever way necessary to accomplish their individual goals.

High Point Academy understands that outcomes for special education students cannot be predetermined, but established by an Intervention committee. We will comply with IDEA child find process. High Point Academy will offer a variety of special education services. With quality being a priority, High Point Academy will hire certified special education teachers to work with our students.

Special Education students will have the same opportunities as any other student at High Point Academy. They will be allowed to participate in chess clubs, competitive sports and academia competitions, as well as theater and fine arts presentations.

8. Student Discipline, Suspension, and Expulsion

High Point Academy will provide an explanation of policies in a new student orientation class. A student handbook will be available for each student upon registration to High Point Academy.

Guidelines for Assessing Discipline Penalties

When imposing discipline, school personnel shall adhere to the following general guidelines:

Discipline shall be administered when necessary to protect students, school employees or property and to maintain essential order and discipline.
Students shall be treated fairly and equitably. Discipline will be based on a careful assessment of the circumstances of each case. Factors to consider shall include:
1. Seriousness of the offense 2. Student’s age

3. Frequency of the misconduct

4. Student’s attitude

5. Potential effect of the misconduct on the school environment

Conduct Warranting Discipline
Conduct warranting discipline will fall into one of the following levels dependent upon the severity and the repetitive nature of the conduct. Examples are listed in each level.
All possible acts of misconduct cannot be anticipated or listed. The administration of HIGH POINT ACADEMY SPARTANBURG reserves the right to handle each incident with appropriate discipline based upon our general discipline philosophy.
Level I Disciplinary Consequences
• Denial of class privileges

• Detention Hall

• Seating changes within the classroom

• Time-outs

• In-class discipline: May include, but not limited to: lower citizenship grades, and/or teacher assigned detention

• Misbehavior warning (oral or written)

• Temporary confiscation of items that disrupt the educational process

• Parent contact, by written message, in person, or by phone

• Any other disciplinary action deemed appropriate by the teacher or administrator

• Special Education Student – refer to Individual Education Plan (IEP)

• Section 504, if applicable, review Behavior Intervention Plan
Level II Disciplinary Consequences
• A zero may be given for dishonest or deceitful actions on class assignments

• Confiscation of inappropriate articles

• Denial of privileges – i.e. field trips, recess, parties

• Detention hall

• Disciplinary reassignment by a building administrator

• In-School Suspension (ISS) • Restitution/restoration • Saturday School • Short-term removal from the classroom to an administrator’s office

• Any other disciplinary action deemed appropriate by the administrator

• Special Education Student – refer to Individual Education Plan (IEP)

• Section 504, if applicable, review Behavior Intervention Plan (BIP)