Get AI Briefings, Transcripts & Alerts on Local & National Government Meetings — Forever.
Moore Innovative High School outlines start-up plan, reports early academic momentum
Summary
Moore Innovative High School presented its 2025–2027 school improvement plan, describing the school’s founding priorities, instructional structures and near-term goals.
Moore Innovative High School presented its 2025–2027 school improvement plan, describing the school’s founding priorities, instructional structures and near-term goals. Presenter Miss Ciccone said the school’s mission is to "set the new standard where every student will thrive," and highlighted that, after opening August 7, the first-quarter report cards showed "No 1 failed a class," even though students are enrolled in honors-level coursework.
The plan stresses four pillars of PLC-at-Work structures, a guaranteed and viable curriculum under development, daily "den" advisory for groups of 10–12 students, and a multi-tiered intervention/extension block called "pack" (and a student-selected "repack" on Fridays). Ciccone said the "repack" option is driven by student choice: on Mondays students say what help they need and by Friday they select where to go, which requires teachers to be "extremely nimble." The school also uses pre-assessments to form intervention groups and plans monthly pathway visits with Sandhills Community College.
Ciccone identified two headline goals: (1) deepen PLC practices to ensure first-time-quality instruction and ongoing monitoring of student learning; and (2) ensure 100% of students participate in at least three structured interview opportunities with outside partners by the end of tenth grade to build employability skills. Action steps include weekly PLTs, universal screening, the intervention/extension schedule, partnerships with Sandhills Community College and developing annual plans for each student that combine academic and executive-functioning/soft-skills targets.
Board members asked about root causes for students’ struggles with problem solving and about recruitment and grading philosophies. Ciccone said students often have difficulty "getting it out" (speaking and explaining their thinking) and that the school intentionally teaches sentence stems and daily speaking opportunities. On recruitment she described a February–March application window, in-person interviews that inform selection, and plans for expanded outreach beginning November 3.
The school’s presenters and the board framed the program as an option for students who have been historically disconnected from school and emphasized documentation of lessons learned (after-action reports) and continued monitoring.
