2016 – 2018 School Improvement Plan Clyde A. Erwin High School · PDF fileClyde A. Erwin...

Clyde A. Erwin High SchoolSchool Improvement Plan

2016 – 2018

Buncombe County Schools

Clyde A. Erwin HS School Improvement Plan 2016-2018

Table of Contents

Statement of Assurance

School Improvement Team Members

Purpose and Direction Statements

Clyde A. Erwin HS Profile Narrative

School Improvement Plan Goals

2016 – 2017 Mid-Year Progress Report

2016 – 2017 Year End Progress Report

2017 – 2018 Mid-Year Progress Report

2017 – 2018 Year End Progress Report

2016 – 2017 Staff Development

2017 – 2018 Staff Development

School Safety

At Risk Students

Teacher Time

School Performance Grade Data

EVAAS Data

Annual Measurable Objectives (AMO) Data

Graduation Courses Pass Rate Data

ACT Data

Advanced Placement Data

Attendance Data

School/Parent/Community Involvement Data

Safe Schools / Discipline Data

Dropout Data

Timeline



2017 - 2018 SIT Members The following were members of the School Improvement Team for the 2017 – 2018 school year. Signature indicates participation in the development of the plan, revisions, and/or progress reports completed during their time of service.

Please print your name and sign.

Principal: SIT Chairperson:Signature: Signature:

Assistant Principal: Instructional Support:Signature: Signature:

Teacher: Teacher Assistant:Signature: Signature:

Teacher: Parent:Signature: Signature:

Teacher: Parent:Signature: Signature:

Teacher: Student:Signature: Signature:

Teacher: Member:Signature: Signature:





Purpose and Direction Statements

BCS Direction Statement Our students will become successful, responsible citizens in an ever-changing global society.

BCS Purpose Statement To provide safe and engaging learning environments that prepare students for their tomorrow.

Clyde A. Erwin HS Direction Statement To collaborate with stakeholders to provide a safe, caring, rigorous and engaging environment that is conducive to student learning that leads to success after graduation.

Clyde A. Erwin HS Purpose Statement The direction of Clyde A. Erwin HS is to prepare all students to realize their potential in a rapidly changing, diverse, global society.

Clyde A. Erwin HS Belief Statements Clyde A. Erwin believes excellence in education is the privilege and responsibility of the school, community, parents, and students. Our goal is:

❖ to create a learning environment that recognizes the needs of our school as a whole❖ values the uniqueness of our students’ intellectual, physical, emotional, and social

makeup.❖ to provide educational opportunities that lead to the development of responsible,

self-directed members of our communities.



Clyde A. Erwin HS Profile Narrative The purpose and direction of Erwin High School is based on the belief in excellence in education as a right and responsibility of the school, community, parents, and students. Erwin's goal is to create a learning environment that recognizes both the needs of our school as a whole and values the uniqueness of our students' intellectual, physical, emotional, and social makeup. Our purpose is to provide educational opportunities that lead to the development of responsible, self-directed members of our community as evident in our belief statement which is to prepare all students in realizing their potential in a rapidly changing, diverse, global society. The student population (1350+) of Clyde A. Erwin High School consists of a blend of students from urban and rural settings. The district boundary extends from the border of the city of Asheville, which includes federal housing projects, to the sparse farming communities of Sandy Mush and Leicester an estimated twenty miles away. The number of students receiving free/reduced lunch benefits makes up over 62% of the student enrollment. The school's demographic breakdown consist of 75% White, 15% Hispanic, 9% Black, and less than 1% American Indian and Asian. Our Hispanic population continues to see an increase resulting in unique challenges in serving a growing population of limited English language proficiency students. Erwin's Academic Performance has seen growth in two of the three tested areas--Biology and English. However, our Math performance has not experience the same sort of growth that we have seen in Biology and English. Consequently, we are restructuring the schedule to assist students weak in math skills primarily in the Freshman Academy to include a Foundations of Math I course in the fall with students taking the Math I course in the spring upon which they take the state assessment in math. In essence, weaker math students will have a year long format of math. Erwin is using data analysis to identify strengths and weaknesses in academic performance. The School Leadership Team has emphasized the need for common planning, common pacing guides, and common assessments in order to gain meaningful data for analyzing the school's academic growth. This current school year of 2016-2017, the school will institute Warrior Period each day for 30 minutes each morning. Warrior Period gives students the opportunity to go to mandatory or selected tutoring. Mandatory tutoring is assigned when a student is missing work, needs to retake a test or quiz, does not understand a concept, or has a grade of less than a C in their course. Although attendance rates and graduation rates continue to be a challenge for Erwin High School for the past three years, Erwin continues to collaborate to find ways to combat this. Attendance has been a major issue contributing towards course failures and dropouts. Erwin's graduation rate has hovered around 79% for the past three years. In order to address these challenges, students with excessive absences are referred to a school-based attendance committee, dropout prevention specialists, school social worker, and Hispanic family outreach specialists for inventions. These interventions have been put in place to address our needs.



Erwin High School is a school that prides itself on offering a positive learning environment. Students and teachers build positive relationships which support the students throughout their high school career. One of the major concerns at Erwin is the lack of parental involvement. Erwin is working to address this issue by creating better communications between school and parents. Within the past three years, a more active PTO has been developed to work along with an active Band Boosters and Athletic Boosters Clubs. In addition, a Hispanic Community Outreach Program has been established with monthly meetings of our Hispanic families facilitated at school by our Family Outreach Specialist.



School Improvement Plan Goals Goal #1 (Math I EOC)

SMART Goal To increase the student proficiency on Math I EOC by 5% (from 32 to 37 percent GLP) by June 2017 and 3% (from 37 to 40 percent GLP) by June 2018. Strategies

● Increase student attendance through parent communication and student incentives ● Increase number of sections of Math I and spread instruction to several teachers within

the department ● Use common instructional framework to design lessons ● Implement lessons via Literacy Design Collaborative ● Incorporate the new SREB curriculum, Ready for High School Math, in the Foundations

Math I courses ● Maximize time in Warrior Period for effective Math I tutoring ● Work with students in regards to attendance, organizational, behavior, social/emotional

concerns and goal setting as they pertain to academic performance Resources Required Professional development on MDC, regular access to student computers, support and collaboration with Math Coach and Math Curriculum Specialist Progress Monitoring This goal will be evaluated by the following:

❖ Mid Term Tests ❖ Common Assessments ❖ Analyzing Data from the Assessments ❖ Walkthroughs by administrators ❖ PLC Notes ❖ PLC Attendance by teachers and administrators ❖ After each semester’s EOC scores are released.

Date: October 2016 Revised:



Addresses (mark all that apply) To mark a box, double click then indicate checked under default value.

NCSBE Goal BCS Strategic Priorities

2012 AdvancED Standards

Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship. Every student has a

personalized education. ☐Every student, every day has excellent educators. ☐Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators. ☐Every student is healthy, safe, and responsible.

All students will graduate as high-achieving and globally competitive learners with 21st Century Skills. ☐ All learning environments will be safe, respectful, caring and produce healthy and responsible students. Quality teachers,

administrators and staff will provide an innovative and effective educational program for all students. Systems will be in

place to inform, educate and engage the community to build support for schools and ensure accountability.

Purpose and Direction ☐ Governance & Leadership Teaching & Assessing

for Learning ☐ Resources and Support Systems Using Results for

Continuous Improvement



Goal #2 (ACT) SMART Goal To increase the percent of students who meet the state ACT composite score by 10% (from 41.5 to 51.5) by June 2017, and 3.5% (from 51.5 to 55%) by June 2018. Strategies

● Focus on ACT Preparation (fact sheets, sample questions, advisory meetings, class meetings, after school clubs, individual classes)

● Streamline logistics for day of testing (all call, Pencils, calculators, timing) ● Provide faculty training for test administrators, proctors and teachers covering classes ● Provide accommodations for EC, LEP, and 504 - paperwork required ● Utilize website to communicate with the community ● Survey students who have taken the test in the past, and survey students after completing

the ACT ● Streamline logistical issues regarding breakfast and lunch ● Use of school messenger ● Provide ACT question of the day via varsitytutor.com as English bellringers ● Use ACT Power Plus Vocabulary instruction in English II and III ● Use the online practice test in English III ● Teach essay construction and test-taking strategies ● Use of Warrior Period time to remediate and for ACT test preparation lessons ● Work with students in regards to attendance, organizational, behavior, social/emotional

concerns and goal setting as they pertain to academic performance Resources Required

❖ Teachers trained in Essay Construction ❖ ACT Team trained to practice ACT vocabulary and terminology ❖ Advisory Meetings ❖ Professional Development in ACT Prep ❖ NCVPS ACT Prep

Progress Monitoring Progress will be monitored by:

❖ Adding an ACT word of the week ❖ Benchmark Assessments ❖ Evaluating released ACT test scores.

Date: October 2016 Revised:



Addresses (mark all that apply) NCSBE Goal BCS Strategic

Priorities 2012 AdvancED

Standards Every student in the NC

Public School System graduates from high school prepared for work, further education, and citizenship. Every student has a










Goal #3 (English 2) SMART Goal To raise the English II EOC proficiency score 3% (from 49.7 to 52.7) by June 2017 and an additional 2% (from 52.7 to 54.7) in 2018. Strategies

● Provide focused content and instruction to student populations with lowest amount of proficiency: African-American, Student w/ disabilities, and AIG

● Utilize digital resources: NEWSELA, Discovery ED, NCWiseOwl, Canvas ● Increase student attendance through parent communication and student incentives ● Collaborate with EC teachers to provide necessary accommodations ● Teach test taking strategies ● Use online practice tests ● Use of department-wide pacing guide to align reading and writing instruction ● Collaborate with literacy coach and ELA coordinator to inform instruction ● Develop lessons via Literacy Design Collaborative ● Participate in PLCs to align, pace, plan, assess and analyze data ● Maximize Warrior Period tutoring time to remediate and tutor ● Work with students in regards to attendance, organizational, behavior, social/emotional

concerns and goal setting as they pertain to academic performance

Resources Required Professional development on Literacy Design Collaborative, grade level textbooks, regular access to student computers, support and collaboration with Literacy Coach and ELA Curriculum Specialist. Progress Monitoring This goal will be evaluated after each semester’s EOC scores are released. Date: October 2016 Revised:



Addresses (mark all that apply) NCSBE Goal BCS Strategic

Priorities 2012 AdvancED

Standards Every student in the NC

Public School System graduates from high school prepared for work, further education, and citizenship. Every student has a










2016 – 2017 Mid-Year Progress Report Goal #1 Progress to Date @(add text) Goal #2 Progress to Date @(add text) Goal #3 Progress to Date @(add text) Goal #4 Progress to Date @(add text) Goal #5 Progress to Date @(add text)



2016 – 2017 Year End Progress Report How did your school’s Vision, Mission and Belief Statements guide your actions throughout the school year? @(add text) Goal #1 Major Accomplishments @(add text) Goal #2 Major Accomplishments @(add text) Goal #3 Major Accomplishments @(add text) Goal #4 Major Accomplishments @(add text) Goal #5 Major Accomplishments @(add text)



2017 – 2018 Mid-Year Progress Report Goal #1 Progress to Date @(add text) Goal #2 Progress to Date @(add text) Goal #3 Progress to Date @(add text) Goal #4 Progress to Date @(add text) Goal #5 Progress to Date @(add text)



2017 – 2018 Year End Progress Report How did your school’s Vision, Mission and Belief Statements guide your actions throughout the school year? @(add text) Goal #1 Major Accomplishments @(add text) Goal #2 Major Accomplishments @(add text) Goal #3 Major Accomplishments @(add text) Goal #4 Major Accomplishments @(add text) Goal #5 Major Accomplishments @(add text)



2016 – 2017 Staff Development Activity #1: Best 1:1 Grade 9

Description: Teachers will learn about and practice an array of digital tools to enhance blended learning in the transitioning to 1-to-1 environment. SIP Goal Supported: 1, 2 and 3 Target Audience: Freshman Teachers Person Responsible: Rachel Edwards Funding Source: Computers and various software programs Date(s)/Time: 8-22-16 Final Completion: 8-22-16

Activity #2: PBIS Module 1

Description: Implementation of school-wide tier 1 practices, including strategies for identifying and teaching expectations, acknowledging appropriate behavior, and responding to inappropriate behavior. School-wide MTBF implementation guided by Tier 1 school-wide discipline data. Appropriate supports for staff provided, including leadership teaming, supporting policy, coaching, and implementation monitoring. SIP Goal Supported: 1, 2 and 3 Target Audience: Warrior Pride Team Person Responsible: Andrew McCabe Funding Source: None Date(s)/Time: August 18, 2016 Final Completion: August 18, 2016



Activity #3: Literacy Design Collaborative (LDC) Module Description: Teachers will work within their PLCs in order to design or revise an LDC module for instruction aligned with the CCSS English Language Arts/Literacy Standards. SIP Goal Supported: 1, 2 and 3 Target Audience: All grade level teachers Person Responsible: Kenny McKee Funding Source: Not applicable Date(s)/Time: October 10, 2016 Final Completion: October 10, 2016



2017 – 2018 Staff Development Activity #1: @(add text)

Description: @(add text) SIP Goal Supported: @(add text) Target Audience: @(add text) Person Responsible: @add(text) Funding Source: @(add text) Date(s)/Time: @(add text) Final Completion: @(add text)

Activity #2: @(add text)

Description: @(add text) SIP Goal Supported: @(add text) Target Audience: @(add text) Person Responsible: @add(text) Funding Source: @(add text) Date(s)/Time: @(add text) Final Completion: @(add text)



School Safety Discipline Issues

Based on the data, Erwin High School has seen a decrease in referrals for some serious type offenses. Legally reportable acts saw an increase from 38 in 2014-2015 to 50 in 2015-2016. In contrast, Erwin saw an increase in referrals for: disruptive behavior, insubordination, cutting class, disrespect of faculty/staff, aggressive behavior, inappropriate language, excessive tardiness, cell phone use violations, bullying, tobacco possession, alcohol possession, and drug possession. The increase was due to a concerted effort on the part of administration to strictly enforce the student code of conduct to insure a safer environment for students and staff. The rise in referrals for insubordination was due to students that missed or cut mandatory tutoring during the time assigned for those interventions. This caused a sharp rise in the amount of insubordination referrals.

Corrective Actions In 2016-17, a teacher impact grant of $15,000 has been awarded to Erwin High School through the ASCD to revamp how we structure the framework in our In-School Suspension Program. More emphasis has been placed on individualized behavior intervention. Examples of such interventions included conferences focused on replacement behaviors to change student inappropriate behaviors, student self-reflection, goal and priority setting, anger management, restorative justice, and school-based community service through older students mentoring younger students.

PBIS The Warrior PRIDE Team was developed (Perseverance, Respect, Integrity, Diversity, Excellence) in the summer of 2016 as the foundation to our PBIS program. With a modified bell schedule, each day will include thirty minutes for tutoring, enrichment, intramurals, second chance breakfast, clubs or student free time. Students must maintain grades and positive behavior to participate in intramurals and extra activities. Additionally, two Fridays per month will be devoted to Warrior PRIDE advisory lessons via homeroom. These lessons will focus on myriad student-centered topics, including character development, goal setting, interpersonal relationships, school expectations, and achieving academic success. There is a faculty and staff component which will reward and recognize attendance, classroom data and educational excellence. PBIS will focus on Module I this school year with a great deal of foundation work as a result of data.



Safety Considerations

Erwin’s safe school committee is active and meets once a month with a set agenda. They plan all fire drills, lockdown drills (both perimeter and full lockdown), tornado drill, shelter in place and evacuation drills. The committee is represented by each department and involves all stakeholders such as the SRO, school nurse, the local fire chief, principal and members of the Incident Command Staff. The team has well defined roles in the case of an incident or emergency. The team has requested and received many items to make our facility safer:

● A new road was built from the student parking lot to the front gate area. This allows us to secure the student parking lot during the day to enhance our security.

● Grab and Go Bags were given to each staff member to insure all needed information was obtained in the case of an emergency.

● The committee petitioned the county (through capital outlay) for a guard shack to enhance our presence and identification of individuals that come onto our campus.

● The committee also petitioned the county for a new access road to be built to join the back road with the front so the whole campus could be secured once school began. This would insure one access point to the Erwin High School campus.

● The committee petitioned the county for more cameras to be installed throughout needed areas of the building.

● The committee raised money for AED machines so that each floor of the building has access to AED machines in the case of an emergency.

The committee revamped and improved our fire drill procedures to insure more accurate accounting of all students and staff and has a detailed safe schools plan. At least one tactical site survey is performed each year to assess the vulnerabilities for our students and staff. Recommendations to the administration for new provisions to insure safety for early morning bus duty and for second bus riders were implemented and have made our school much safer and organized. Additionally, we collaborated with our security guard to enact sign in procedures for anyone coming on our campus. The committee also has a crisis response team that follows the incident command system (ICS).

Incident Response As per NC General Statute GS 115C-105.27(c1), specific information on incident response is not included in the school improvement plan; however, each Buncombe County School has a crisis response plan. The principal has communicated this plan to their faculty, staff, and students as appropriate. Further, this plan has been approved by the Buncombe County Board of Education and is on file in the Assistant Superintendent’s Office.



At Risk Students The following instructional practices have been identified as effective in improving the academic performance of students identified as at risk of academic failure or at risk of dropping out of school:

● Warrior Period, which is designed to provide thirty minutes per day for tutoring and remediation to support all students including at-risk students

● Interventions to prevent students missing class as a result of out of school suspensions such as BCATS (Buncombe County Alternative to Suspension), which is housed at the Community High School campus. This provides both academic and counseling support to the student while at BCATS.

● Erwin High staff members come together for weekly At Risk Team meetings. Staff involved include Administrators, School Counselors, School Social Worker, School Nurse, Career Academy Coordinator, Graduation Initiative Representative, and our Family Outreach Specialist. The purpose of this team is to address individual student needs and programming needs as they impact students academically, socially, and emotionally.

Teacher Time Duty Free Lunch

Teachers will have 27 minutes of duty free lunch each day.

Duty-Free Instructional Planning Teachers will have eighty-five minutes of planning every day and PLCs once per week before or after school.

Efficient Reporting Procedures are put in place via central office and DPI for collecting and reporting data. Many components are re-populated based on our state reporting screen. We run a process that shows our errors as well as our warnings, which informs which updates are made to the data. Once all errors are removed, the reports are approved. The aspects that require teacher accuracy are gradebook and attendance. There are procedures in place in the faculty handbook for attendance reporting. Tech facilitators assigned to schools assist the teachers with the gradebook, including procedures for reporting at the end of each term.



Forms in use include attendance failures, course non promotions and change of grade, all of which are used to update the historical data in our system. Counselors also determine the students’ schedules and verify historical data so that we avoid the duplication of courses.

School Performance Grade Data Performance Standards 2013 – 14 2014 - 15 2015 – 16 2016 – 17 2017 –

18 Performance Composite

(% CCR) 33.6 35.4 34.2

Performance Composite (% GLP)

45.2 46 45.1

The ACT (% met UNC minimum)

42.2 42.3 41.5

ACT WorkKeys (% at or above silver)

70 73.1 63.2

Math Course Rigor (% competing Math 3)

95 92 94.8

4-Year Cohort Graduation Rate

76.4 82.6 79.2

5-Year Cohort Graduation Rate

81.8 82.5 86.2

Graduation Project (Y/N)

Y y

Growth Status Not met Met

Growth Index NA -1.47

Source: Ready Report- RDYSTAT – Ready Overview, will need previous years.

2015 – 2016 Performance Composite GLP ALL FEM MAL

E AMIN ASIA BLCK HISP MUL

T WHTE EDS LEP SWD AIG

All EOC % 45.1 46.3 44.1 <10 <10 19 35.8 33.3 54.1 38.8 7.3 15.1 92.5 Math I # 364 154 210 <10 <10 36 92 12 219 270 28 35 41 Math % 32.4 30.5 33.8 <10 <10 16.7 21.7 33.3 40.2 25.2 <5 8.6 92.7 Biology # 343 167 176 <10 <10 31 75 19 208 234 17 52 48 Biology % 53.9 55.7 52.3 <10 <10 16.1 46.7 26.3 64.9 48.3 23.5 23.1 93.8 English II # 350 178 172 <10 <10 33 73 14 222 235 10 30 57 English II % 49.7 51.1 48.3 <10 <10 24.2 42.5 42.9 57.7 45.1 <5 10.3 91.2

2016 – 2017 Performance Composite GLP ALL FEM MAL

E AMIN ASIA BLCK HISP MUL

T WHTE EDS LEP SWD AIG



All EOC Math I # Math % Biology # Biology % English II # English II %

Source: Ready Report- RDYSUM – Ready Drilldown

EVAAS Data School Data

Test/Subjects 2013 – 14 2014 – 15 2015 – 16 2016 – 17 2017 – 18 Measure Level Measure Level Measure Level Measure Level Measure Level

Math I -.8 Not met -1.2 Not

met

Biology -.5 Met 0.8 Exceeded

English II -1 Not met -.5 Met

ACT Composite -1.2 Not met -.5 Not

met

Index Level Index Level Index Level Index Level Index Level

School Accountability Growth

-4.25 Not met -1.47 Met

Educator Effectiveness Growth

-8.43 Not met

Source: EVAAS: School Value Added, School Accountability Growth, Educator Effectiveness

Teacher Performance Composite Year # Exceeded %

Exceeded # Met % Met # Not Met % Not Met

2013 – 14 6 13 30 65.2 10 21.7 2014 – 15 6 10.7 38 67.9 12 21.4 2015 – 16 2016 – 17 2017 – 18

Source: EVAAS: Teacher Effectiveness Reports, School Teacher Summary, Evaluation Composite



Annual Measurable Objectives (AMO) Data Overall

2013 – 14 2014-15 2015-16 2016-17 2017-18

Total AMO Targets 65 72 77

AMO Targets Met 43 46 34

Percentage of AMOs Met 66.2 63.9 91.9 Source: Ready Report- AMOSTAT – Target Overview, will need previous years

2015 - 2016 Reading Grade 10 All AMIN ASIA BLCK HISP MULT WHT

E EDS LEP SWD AIG

Part Den 332 <10 <10 29 73 12 211 220 15 38 57 Part % >95 * * * >95 * >95 >95 * >95 >95 Part Status Met insuf insuf insuf Met insuf Met Met insuf Met Met

2015 - 2016 Math Grade 10 All AMIN ASIA BLCK HISP MULT WHT

E EDS LEP SWD AIG


2015 - 2016 Science Grade 11 All AMIN ASIA BLCK HISP MULT WHT

E EDS LEP SWD AIG


2016 - 2017 Reading Grade 10 All AMIN ASIA BLCK HISP MULT WHT

E EDS LEP SWD AIG

Part Den Part % Part Status

2016 - 2017 Math Grade 10 All AMIN ASIA BLCK HISP MULT WHT

E EDS LEP SWD AIG




2016 - 2017 Science Grade 11 All AMIN ASIA BLCK HISP MULT WHT

E EDS LEP SWD AIG


Source: Ready Report, AMOTARG – Target Detail, will need previous years

Graduation Courses Pass Rate Data 2015 – 2016 Data

Course Membershi

p Number Failures

Number Attendance

Failures (FF)

Percent Passing

English I 351 41 24 88.32 English II 357 38 32 89.36 English III 273 9 18 96.70 English IV 255 8 2 96.86 Math I 360 50 37 86.11 Math II 310 42 27 86.45 Math III 317 30 22 90.53 Earth and Environmental 331 34 21 89.72 Biology 352 24 22 93.18 World History 371 67 15 81.94 American History I 357 40 12 88.79 American History II 292 17 17 94.17 Civics and Economics 74 8 4 89.18 Health/PE (required) 359 7 20 98.05

2016 – 2017 Data

Course Membershi

p Number Failures

Number Attendance

Failures (FF)

Percent Passing

English I English II English III English IV Math I Math II Math III



Earth and Environmental Biology World History American History I American History II Civics and Economics Health/PE (required)

Source: Data Manager, must pull data before EOY process. Percent passed does not include failures or attendance failures.



ACT Data Year Composit

e English Math Reading Science Writing

2013 – 14 42.2 25.3 14.8 20.3 10.2 23 2014 – 15 42.3 28.5 11.8 19.5 14.2 18 2015 – 16 41.5 26.7 14.9 23.2 7.6 88.6 2016 – 17 2017 – 18

Source: Ready Report- RDYSUM – Ready Drilldown, The ACT, will need previous years.

Advanced Placement Data

Year Grades Reported Candidates % Scores >=3

2013 – 14 175 128 37.1 2014 – 15 155 111 34.2 2015 – 16 158 110 44.9 2016 – 17 2017 – 18

Source: Testing Office (handout)

Attendance Data (10th month year to date attendance percentage)

School Year Attendance Rate

2013 – 2014 93.89

2014 – 2015 94.91

2015 – 2016 92.68

2016 – 2017

2017 – 2018

Source: Tim Christopher (handout)



School/Parent/Community Involvement Data

Volunteers

Year Total Volunteer Hours

Number of Students Served

by a Mentor 2013 – 2014 1750 1350

2014 – 2015

2015 – 2016 465 1350

2016 – 2017

2017 – 2018 Source: School

Parent Survey Data 2016 Number of responses: Percent of respondents who:

Statement Strongly Agree Agree Neutral Disagree Strongly

Disagree My child is treated fairly by teachers.

15 44 12 20 10

I feel welcome at my child’s school.

22 37 15 17 10

I am kept informed of my child’s progress.

17 39 15 20 10

I am encouraged to participate in my child’s school.

15 34 27 15 10

The school provides a safe, orderly, and healthy environment.

10 29 24 17 20

The school is successful in preparing children for the future.

10 34 22 15 20

Source: Communications Department, Stacia Harris (handout)



Safe Schools / Discipline Data Offenses (can be multiple)

2013 – 2014 2014 – 2015 2015 – 2016 2016 – 2017 2017 – 2018

Disruptive Behavior 130 204 352 Insubordination 667 493 801 Cutting Class 176 62 154 Disrespect of Faculty/Staff 152 45 144

Aggressive Behavior 42 12 22 Inappropriate Language/disrespect 60 127 150

Excessive Tardiness 296 58 172 Cell phone use 25 17 68 Bus misbehavior 0 0 0 Fighting 37 20 15 Assault 12 11 8 Bullying 8 10 16 Tobacco 62 34 70 Legally Reportable Acts (Total) 27 38 50

Possession Alcohol (PA) 5 4 11

Possession Drugs (PS) 4 22 32

Possession Weapons (PW) 8 10 7

Discipline Actions (number NOT days)

2013 – 2014 2014 – 2015 2015 – 2016 2016 – 2017 2017 – 2018 Total OSS > 10 9 4 5 OSS <= 10 293 335 336 BCATS 275 451 420 ISS full day 715 544 576 ISS partial day 23 139 132 After school detention

480 0 0

Lunch detention

11 32 32



Admin Conf w/ student

16 32 25

Admin Conf w/ parent

6 58 58

Bus Suspension

1 0 0

Locations 2013 – 2014 2014 – 2015 2015 – 2016 2016 - 2017 2017 – 2018 Classroom 794 1519 Hallway 23 141 Cafeteria 5 72 Gym 16 38 Restroom 14 27 School Grounds

25 396

Parking Lot 4 49 School Bus 3 14 Source: PowerSchool, System Reports, Custom Reports, Incident Management Reports, Count by Code. Legally Reportable Acts (bottom 4 offenses) PowerSchool, System Reports, State Reports,

(review) Discipline Reports, Reportable Crimes Summary View (handout).



Dropout Data Dropouts

School Year # of Students % Based on ADM

2013 – 2014 55

2014 – 2015 41

2015 – 2016 51

2016 – 2017

2017 – 2018

Source: Graduation Initiative (handout).

Cohort Graduation Rate Type 2013 – 14 2014 – 15 2015 – 16 2016 – 17 2017 – 2018

4 Year CGR 76.4 82.6 79.4 5 Year CGR 81.8 82.5 85.6

Source: Ready Report, RDYSTAT – Ready Overview, will need previous years.

Timeline ● School Improvement Plan Due October 14, 2016 ● Mid-Year Progress Report February 17, 2017 ● Year-End Progress Report September 29, 2017 ● Revisions for 2017-2018 November 17, 2017

o Includes updates of all data ● Mid-Year Progress Report February 16, 2018 ● Year-End Progress Report September 15, 2018


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