• Measuring Progress

  • Charlotte-Mecklenburg Schools
    Strategic Plan

  • MEASURING PROGRESS

    Ensuring progress on implementing the strategic plan is essential. 

    We will monitor progress on our district goals and guardrails by reporting district performance on a series of interim measures on an established cadence over the next five years. This is the primary method for tracking toward the goal achievement in five years; these reports are publicly available by clicking on this tab. We will monitor our progress on the strategic plan, the “roadmap” toward the goals, through internal monitoring routines throughout the school year and will issue a yearly District Annual Report that shares progress on an annual basis.  Status updates will be provided to the Board of Education, as needed and appropriate.

    Progress Monitoring Schedule (2024-2027)

     

    Person pointing to screen discussing data

  • MEASURING GOALS

Goal 1

  • Increase the percent of K-2 students scoring at or above benchmark in early literacy as measured by DIBELS from 67% in June 2023 to 91% in June 2029  
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Goal 2

  • Increase the percent of students scoring CCR (college and career ready) on reading end of grade assessments in grades 3-8  from 31% in June 2023 to 50% in June 2029 
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Goal 3

  • Increase the percent of students scoring CCR (college and career ready) on Math I assessments from 27% in June 2023 to 57% in June 2029

     
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Goal 4

  • Increase the percent of high school students graduating with their graduation cohort on track to be enrolled, enlisted, or employed, as demonstrated by achieving at least one indicator from 72% in June 2023 to 85% in June 2029. 
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  • MEASURING GUARDRAILS

Guardrail 1

  • While ensuring schools have the resources needed to meet student needs, the Superintendent shall not neglect strategies or resources for significantly reducing achievement gaps.
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Guardrail 2

  • The Superintendent shall not allow an unsafe environment in schools, at school-related events, or on transportation.
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Guardrail 3

  • The Superintendent shall not neglect social-emotional support; character development support; attendance support; or access to enrichment activities that successfully engage students.
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Guardrail 4

  • While ensuring all schools have teachers equipped to deliver high-quality instruction, the Superintendent shall neither neglect targeted nor comprehensive strategies for teacher recruitment, retention and engagement.
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