JANUARY 12, 2012

Subject 2008-2009

2009-2010

2010-2011

Change from

previous year

English 89% 85% 89% +5%

Math 74% 76% 88% +12%

History 83% 86% 69% -17%

Science 74% 74% 83% +9%* Results as of May 31, 2011

2008-2009 2009-2010 2010-2011 Change from previous year.

Algebra I 63% 84% 95% +9%

Geometry 72% 73% 78% +5%

Algebra II 88% 74% 94% +20%

2008-2009 2009-2010 2010-2011 Change from previous year.

Writing 91% 83% 91% +8%

Reading 89% 87% 87% 0

2008-2009 2009-2010 2010-2011 Change from previous year.

Earth Science

61% 70% 82% +12%

Biology 76% 75% 86% +11%

Chemistry 94% 81% 92% +11%

2009-2010

2010-2011

Change from previous year.

World History I

71% 78% 64% -14%

World History II

97% 96% 72% -24%

Virginia US Government

92% 91% 72% -19%

2008-2009 2009-2010 2010-2011 Change from previous year.

African American Achievement

66% 68% 82% +14%

Special Education

45% 59% 67% +8%

2008-2009

2009-2010

2010-2011

Change from previous year

African American Students

79% 80% 82% +2%

Special Education

52% 57% 60% +3

2008-2009 2009-2010 2010-2011 Change from previous year.

African American

61% 66% 77% +11%

Special Education

45% 50% 55% +5%

2008-2009 2009-2010 2010-2011 Change from previous year.

African American

74% 78% 58% -20%

Special Education

49% 85% 45% -40%

Gains were seen in all academic areas, except history.

Gains were seen in African American Achievement in all areas except history; however, an achievement gap still exists.

Minor gains were seen in regards to Special Education achievement; however, more improvement was needed in this area. Extensive gaps are evident between students with disabilities and general education students.

Teachers received feedback through observations.

Benchmark Data was analyzed closely.

Students who needed remediation were identified by benchmark data.

Teachers were held accountable for benchmark data.

Remediation was provided for struggling students.

Recognition was given for students who demonstrated academic achievement.

2008-2009 2009-2010 2010-11 Change from previous year

Overall Attendance

93% 92% 92% 0%

African American

92% 91% 92% +1%

Students Disabilities

90% 88% 91% +3%

A division attendance policy was created.

Toward the end of the year, some incentives were given for attendance.

Benchmark data continues to be analyzed closely.

Benchmark tests continue to be used to identify students in need of remediation.

Students continue to be recognized for Academic Achievement.

The English pacing guides have been modified to integrate Istation to differentiate classroom instruction.

Some changes have been made in regards to personnel.

Math Teachers receive on going and embedded professional development from school staff and consultants.

Cambridge has provided common priorities training for identified areas of need.

A more specific process of remediation has become more targeted based on data.

2010-11 2011-12

August 97.21% 94%

September 93.78% 94%

October 93.37% 94%

November 92.63% 93%

December 87.82% 94%

January 91.91 ?

The new attendance policy has been implemented at PECHS.

Incentives have been created for attendance.

Attendance has been made a priority in the school and the community.

Students who have chronic attendance are addressed in accordance to the new attendance policy.

2008-2009

2009-2010

2010-2011

Change from previous year

Weapons Offenses 1 4 7 +3

Offenses Against Student 6 12 19 +7

Offenses Against Staff 8 14 14 0

Other Offenses Against Persons

76 67 67 0

Alcohol, Tobacco, and Other Drug Offenses

16 34 33 -1

Property Offenses 5 8 10 +2

Disorderly or Disruptive Behavior Offenses

190 143 230 +87

Technology Offenses 18 7 17 +10

All Other Offenses 95 73 18 -55

2008-2009

2009-2010 2010-11 2011-2012

Manifestation Determination Meetings

48 30 11 6

School Business Leave

Sick Days

2009-2010 116 192

2010-2011 84 172

2011-2012 110 258

disagree neither agreedTeachers are centrally involved in decision making about important educational issues.

81.7% 4.1% 14.3%

Teachers have a role in school improvement planning.

38.8% 14.3% 47%

Teachers are to high professional standards for delivering instruction.

28.6% 8.2% 63.3%

Teachers at this school receive feedback based on evaluations that can help them improve instruction

34.7% 14.3% 51%

disagree neither agreedThe school leadership makes a sustained effort to address teacher concerns about empowerment

53.1% 28.6% 18.3%

Overall my school is a good place to work and learn

61.3% 12.2% 26.5%

While PECHS has made significant gains in regard to student achievement, teachers still do not feel empowered.

Teacher attendance is a concern.

An increase was seen in disciplinary referrals.

There has been an intense focus on academic achievement at PECHS.

As a result, an increase in Academic Achievement has occurred at PECHS.

An increase in attendance has been seen this year.

PECHS has been renovated physically is some areas.

The are still clear areas need in regards to instruction. Differentiated Instruction Rigor

Not all teachers have taken ownership for transformation.

Subgroup achievement continues to be a concern.

To increase a sense of efficacy, teachers should be involved more in the transformation process.

Personal Services Internal Lead Partner Student Data Specialist

Purchased Services Cambridge Education Professional Development

Materials Student Incentives for Attendance and Academic

Achievement New classroom furniture

Model Strands Level of Implementation  

A. Creation & Use of District Team Partial Implementation

B. Enabling School Autonomy Partial Implementation

C. Principal & Hiring Teachers High Implementation

D. Stakeholder Engagement Emerging

Implementation

E. Creation & Use of School Team High Implementation

F. Leading Change Partial Implementation

G. Evaluating, rewarding, removing staff

Partial Implementation

H. Professional Development Partial Implementation

I. Learning Time Partial Implementation

J. Reforming Instruction Partial Implementation

Teacher resistance due to change

Community perception

Changing the culture from punishment to discipline

PECHS will instill rigor in all academic areas to meet changes as they occur in Standards of Learning.

PECHS will meet the requirement for attendance.

PECHS will increase the on time graduation rate.