Health.cat Enloehs Wcpss Net Sip Plan 2010 2012 PDF

7/27/2019 Health.cat Enloehs Wcpss Net Sip Plan 2010 2012 PDF

1/21

1

School Improvement Plan 2010-2012

Enloe High School Profile ................................................................................................................................... 2

Mission, Vision, Value Statements .................................................................................................................. 4

Summary of Goals, Key Processes, and Action Steps ............................................................................... 5

Process 1: Positive student growth in academics......................................................................... 5

Process 2: Positive student growth in behavior............................................................................ 6

Process 3: Literacy Initiatives............................................................................................................. 7

Summary Sheet of Professional Development Activities 2011-2012 ........... .......... ........... .......... ..... 8

School Improvement Team ............................................................................................................................... 9

Proposed SI Team School Year 2011-12 ........................................................................................ 9

Policies and Procedures .................................................................................................................... 10

Elected Positions, Responsibilities, and Duties .......................................................... 10

Setting up for School Improvement ................................................................................ 10

Setting up Meetings............................................................................................................... 11

School Voting Procedures................................................................................................... 11

Resources .............................................................................................................................................................. 12

Duty Free Lunch State Guidelines (23 July 2006) ................................................................... 12

Duty Free Lunch County Letter (17 September 2010) .......................................................... 15

Enloes Lunch Duty Plan .................................................................................................................... 16North Carolina ABC Results ............................................................................................................. 17

Enloe High School ABC Results ........................................................................................ 18

Federal AYP Results ............................................................................................................................ 19

Enloe High School AYP Results ......................................................................................... 19

Pyramid of Intervention (academic) ............................................................................................ 20

Intervention if failing for attendance ............................................................................. 21


2/21

2

Enloe High School Profile


3/21

3


4/21

4

Mission, Vision, and Value Statements 2010 2012

Mission Statement

Educating for today, empowering for tomorrow.

Vision Statement

Enloe High School prepares all students for the global society by giving them a broad spectrum of

opportunities to prepare for education and employment beyond high school. Enloe High School is acommunity dedicated to a standard of excellence in education that fosters scholarship, integrity, diversity

and equity.

Value Statement

Faculty, staff and administration professionally fulfill duties and responsibilities.

Students, parents, and the community demonstrate respect for faculty, staff, administration and

surroundings.

Faculty establishes appropriate expectations for student performance and uses fair and consistent

grading practices to evaluate that performance.

Faculty work collaboratively using reliable data, interventions, and meaningful relationships withstudents to make decisions about learning and teaching.

Administration provides schedules and opportunities for faculty development that support

teacher decisions about teaching and learning.

Students cooperate actively with teachers to master content and skills in all classes. Parents and

community support and encourage graduation for all students.

Faculty and administration recognize the needs of diverse learners and accommodate these needs

without compromising the integrity of the instructional program.


5/21

5

Summary of Goals, Key Processes, and Action Steps

SCHOOL GOAL

Beginning in 2011-2012, Enloe High School will obtain a positive school effect in Algebra 1 and Biology as

well as a 10 point increase in proficiency focusing specifically on subgroups not meeting AYP (Free and

Reduced Lunch, LEP, African American, and Hispanic). In addition, overall student proficiency will be

80% or more as measured by ABC and CTE Data.

SIP Goal Manager Ashlie ThompsonData Justification for Goal

based on a comprehensive

needs assessment

EOC data, AYP data, ABC data, EVAAS, quarterly failure reports, Pyramid of

intervention and EE academic referrals.

1stKey Process

Continue implementation of PLT initiatives focused on reducing the failure

rate and closing the achievement gap.

Process Manager(s) CORE representativesResources Time, money, facilities, staff development, CMAPP, the Global Schools Network,

scheduling and utilization of flexibility in financial transfers. We will use theflexibility allowed in the conversion process to maximize student achievement and

growth.Restrainers Time, scheduling, facilities, money.Measureable Process

ChecksCore Content area PLTs will establish a SMART goal that will be used to measure the

progress toward lowering the failure rate and closing the achievement gap in their

respective subject areas. They will review quarterly SAM data to determine their

progress toward their goal. They will include the following actions steps to reach the

goal: Use of CMAPP, Eagle Enrichment, 21C Teaching Strategies, Literacy and

Differentiation Strategies.

Non Core Content area PLTs will establish a SMART goal related to weekly formative

assessments and establish a plan of intervention for students not proficient on those

assessments. They will include the following action steps to reach the goal: Use ofCMAPP, Differentiation and Literacy Strategies.

Action Steps 1. Action Step. Conduct program evaluation of Eagle Enrichment Program andFailure Reports to assess effectiveness and drive program.

2. Action Step. Provide staff development on differentiation, literacy,walkthroughs, and data analysis of common formative assessments.

3. Action Step. PLTs establish SMART goals.4. Action Step. PLTs implement a common grading system.5. Action Step. PLTs implement an intervention plan.6. Action Step. Core Content PLTs will design weekly common formative

assessments, assess their students, collect data on their students performance,

and reflect on that performance weekly in PLTs.

7. Action Step. Non Core Content PLTs will design weekly common assessments,assess their students, collect data on their students performance and determineand implement appropriate interventions.

8. Action Step. Administration will provide quarterly SAM data for CC PLTs tomeasure their progress.

9. Action Step. Teachers will teach bell-to-bell utilizing differentiation and literacystrategies.

10.Action Step Continue preparing for a change of bell schedule


6/21

6

2nd Key Process

Continue implementation of programs promoting positive student growth in

behavior: the Students Obtaining Alternate Resources and Truancy

Intervention Program.Process Manager(s) Shanora Kingsberry and Kevin NeileyResources Staff development, SAM, NCWISE, Mercury, Dashboard, program management, duty

free lunch, duty free planning, Start on Time and utilization of flexibility in financial

transfers. We will use the flexibility allowed in the conversion process to maximize

student achievement and growth.Restrainers Time, money, facilities, staff development, schedulingMeasureable Process

ChecksThe Dean of Students, Intervention Coordinator and counselors will use the respective

processes for Students Obtaining Alternate Resources and Truancy InterventionProgram to collect data on interventions and analyze data to determine the impact the

interventions are having on the suspension rate and student attendance.Action Steps 1. Action Step. Continue to utilize programs that reduce out of school suspensions.

2. Action Step. Interpret data from Students Obtaining Alternate Resources, Starton Timeand Truancy Intervention Program

3. Action Step. Create additional in-school resources.4. Action Step. Continue data tracking systems5. Action Step. Utilize Brief Solution Focus Therapy and goal setting as well as

other counseling techniques with referred students.

3rd Key Process

Develop a school culture that values and actively promotes literacy and

enables our 21stcentury learners to employ literacy skills to locate, evaluate,

synthesize and apply knowledge gained from various text resources for both

academic and personal uses.Process Manager(s) Elected Members of the Literacy Leadership TeamResources The Literacy Leadership Team, Time, Utilization of flexibility in financial

transfers. We will use the flexibility allowed in the conversion process to

maximize student achievement and growth, Media Center, Central and

classroom libraries of high interest materials, Administrative and CentralOffice support, Literacy coach, Purposeful scheduling, Extracurricular support

programs CONCERT, Academy, CIS, Curriculum assistance and special

education teachers, Staff development, Community/ stakeholder involvementRestrainers Time, NCSCOS demands; EOC and post-assessment performance standards,

Money, Access to technology, Appropriate personnel and allocation of

personnel, Facilities, Lack of teacher expertise in literacy instruction, Current

mindset of studentsMeasureable Process

ChecksThe Literacy Team will collect data from PLT leaders at the conclusion of each

strategy window to determine how much time students are reading in and out of class

and whether students are using the strategy effectively.

Action Steps Year I

1. Action Step. Purposeful scheduling (ongoing)2. Action Step. PLTs sustained content area reading according to theimplementation timeline established by department for each strategy

3. Action Step. Pilot assessments (pre/benchmark/post) using literacy coachfor selected PLTs

4. Action Step. Research non-traditional funding resources/communitypartnerships & programs

5. Action Step. Literacy experts attend RIAL training


7/21

7

Year 2

1. Action Step. RIAL training for whole faculty2. Action Step. Purposeful scheduling (ongoing)3. Action Step.Action Step. Assessments (pre/benchmark/post) whole

school4. Action Step. PLTs will look at embedding literacy interventions for more

struggling readers during EE time5. Action Step. Non-traditional funding sources/community partnerships &

programs6. Action Step. Literacy experts attend SIOP training

Year 31. Action Step. Purposeful scheduling (ongoing)2. Action Step. Cross-curricular collaboration3. Action Step. SIOP training for whole faculty by literacy experts


8/21

8

Summary Sheet of Professional Development Activities 2010 2011

SCHOOL GOAL

Beginning in 2011-12, Enloe High School will obtain a positive school effect in Algebra 1 and Biology as

well as a 10 point increase in proficiency focusing specifically on subgroups not meeting AYP (Free and

Reduced Lunch, LEP, African American, and Hispanic). In addition, overall student proficiency will be

80% or more as measured by ABC and CTE data.

Activity Participants

Opening School Year 2011-12

Whole faculty trained on the NCEES, Literacy Strategies, Common Core

Curriculum, and Eagle Enrichment Program. Break- out sessions offered on

the following topics: PLTs, PEPs/ attendance, Literacy, 21C Content and

Skills, Grading Practices, PBIS, Data Analysis, CFA, and SAM Discipline.

Certified Staff

CORE Staff Development

All 6: literacy

4 dates: 21C Content and Skills/ Differentiation

3 dates: Data Analysis

2 dates: PBIS (October and February)

NON CORE Staff Development

All 6: Literacy

4 dates: 21C Content and Skills/ Differentiation

3 dates: Walkthrough Training/ Data Analysis

2 dates: PBIS (October and February)

CORE Staffincludes: Algebra I,

Algebra II, Geometry, English I,

English II, English III, Earth

Science, Biology, Physical

Science, World History, USHistory, Civics and Econ

NON COREStaff includes: CTE,

Arts, Student Services, Eng IV,

Chemistry, Pre Cal, IB, AP Bio,

Spec Ed, Singletons, World

Languages, Media, Health/PE,

Early Release 16 September 2011

Staff continue training in their area of professional development.Certified Staff

Early Release 7October 2011


Early Release 13 January 2012Staff continue training in their area of professional development.

Certified Staff

Early Release 17 February 2012


Early Release 16 March 2012


Early Release 27 April 2012


Five Protected Workdays24 August 2011, 31 October 2011, 23 January

2012, 30 March 2012, 12 June 2012

-Common Core Curriculum-Differentiation

Certified Staff

Weekly PLT meetings

Master PLT notebook should be turned in for each PLT that includes all

agendas/ minutes from the year as well as common units, PLT Growth plan,

and other information requested throughout the year.

Certified Staff


9/21

9

School Improvement Team (SIT)

The School Improvement Team works together to develop, address, and implement goals and processes

that will improve student performance via the School Improvement Plan. The School Improvement Team,

also known as the CORE team, consists of a panel of

elected teachers from each department,

administrators,parents from the Parent-Teacher-Student Association, and

the current student government president.

Proposed School Improvement Team 2011-2012

Administration

Beth Cochran

Ashlie Thompson

CTE Department

Patricia Taylor

Kathy Wilkes

English Department

Ann Ayscue

Jim Boggs

Health & Physical Education

Ron Clark

Christian Haugen

Student Services

**Kevin Neiley

Library/Media Center

Geraldine Bowen

Math Department

David Smith

Jerod Johnson

Lauren Brooks

PTSA Parents

John GordonScience Department

Rhonda Smith

Teresa Solomon

Second Languages Departme

Kathryn Fawcett

**Raymond SamuelsSocial Studies Department

Joe Gates

Special Education & ESL

Shiloh Lewis

Student Government

Rachel Cohen

Visual & Performing Arts

Elizabeth Huss

**School Improvement Team Co-Chair


10/21

10

School Improvement Team Policies and Procedures

The School Improvement Team meets twice a month. Meetings are open to the entire faculty. While

anyone is permitted to attend SIT meetings, only elected members have the power to exercise a vote.

Members earn CEU credits for serving on the school improvement team.

Elected Positions, Responsibilities, and Duties

Representatives. These positions are elected each year from members of each

department/organization. Each department/organization must elect a minimum of one

representative. The responsibilities of a department representative include(s):

serving as a liaison and voice for their department (or organization such as the PTSA and

Student Government)

advocates of the School Improvement Plan within their departments, school, and community

voting for their department (or group) when a decision needs to be made at a school

improvement meeting.

Chair(s). These positions are elected from members of the School Improvement Team and will

continue to serve as chair(s) for the duration of the school improvement plan (two years). This will

ensure that there is always a veteran member serving on the team. Rising chair(s) will be elected at

the beginning of the final year of the School Improvement Plan. The duties of the chair(s) include

Train rising chair(s) to familiarize them with process and procedures for representing their

school at a county level, planning and facilitating school improvement plans, and provide

guidance (and eventually passwords) for updating the school improvement plan online.

serving as a liaison and voice for their school at county meetings

input SIP data on county and local servers

plan and facilitate the school improvement team meetings

advocate for the SIP at faculty and county meetings

lead the faculty through any school-wide votes

exercise a vote when a decision needs to be made at a school improvement meeting.

(NOTE: In the event that a decision must be made in order to meet a deadline, if a vote or

consensus cannot be reached by the school improvement team (SIT), the chair(s) will

consider all input made by the SIT and make a final decision.

Note-takers. These positions are elected from members of the currently serving School

Improvement Team. The responsibilities of a note-taker(s) include:

Taking attendance at each meeting

Taking notes in order to compile the minutes.

Sending the minutes to the core chair(s) for review prior to being sent out to the faculty.


11/21

11

Setting up for School Improvement

School Improvement Plan must be submitted to the county as well as posted on the school website and

on the school server.

Meeting time and locations must be reserved and posted on the school calendar.

Elections must be held within departments.

Core Team Member emails must be updated annually with the lead secretary of the school.

Meeting agendas will be provided to core members prior to meeting.

Minutes must be posted on the school server and emailed to the school faculty.

SIP chair(s) will meet frequently and regularly with administration.

Setting up Meetings

Norms must be established at first meeting with newly elected board members.

Note-taker(s) will be elected at the first meeting with newly elected board members.

School Improvement Team Voting

Any time there is a significant change or modification to the School Improvement Plan, the school, by law,

must vote for the approval of the changes or modifications. The process includes

Announcing the modifications and/or changes made to the School Improvement Plan.

Providing the school an appropriate amount of time to reflect and an opportunity to discuss the

modifications and/or changes to the School Improvement Plan prior to voting.

Providing the school with a ballot and time to properly exercise their vote.

Representatives of the School Improvement Team will count the votes.

Voting outcomes will be published on the following minutes.

NOTE: A majority of those who voted will determine whether a decision passes or fails.


12/21

12

GENERAL ASSEMBLY OF NORTH CAROLINA

SESSION 2005

SESSION LAW 2006-153

HOUSE BILL 1151

AN ACT TO PROVIDE FOR INSTRUCTIONAL PLANNING TIME AND ADUTY-FREE LUNCH PERIOD FOR TEACHERS.

The General Assembly of North Carolina enacts:

SECTION 1. G.S. 115C-105.27 reads as rewritten:

" 115C-105.27. Development and approval of school improvement plans.

(a) In order to improve student performance, each school shall develop a school improvement

plan that takes into consideration the annual performance goal for that school that is set by the State

Board under G.S. 115C-105.35. The principal of each school, representatives of the assistant principals,

instructional personnel, instructional support personnel, and teacher assistants assigned to the school

building, and parents of children enrolled in the school shall constitute a school improvement team todevelop a school improvement plan to improve student performance. Representatives of the assistant

principals, instructional personnel, instructional support personnel, and teacher assistants shall be

elected by their respective groups by secret ballot. Unless the local board of education has adopted an

election policy, parents shall be elected by parents of children enrolled in the school in an election

conducted by the parent and teacher organization of the school or, if none exists, by the largest

organization of parents formed for this purpose. Parents serving on school improvement teams shall

reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be

members of the building-level staff. Parental involvement is a critical component of school success and

positive student achievement; therefore, it is the intent of the General Assembly that parents, along with

teachers, have a substantial role in developing school improvement plans. To this end, school

improvement team meetings shall be held at a convenient time to assure substantial parent participation.(b) The strategies for improving student performance:

(1) Shall include a plan for the use of staff development funds that may be made available

to the school by the local board of education to implement the school improvement plan. The plan

may provide that a portion of these funds is used for mentor training and for release time and

substitute teachers while mentors and teachers mentored are meeting;

(1a) Shall, if the school serves students in kindergarten or first grade, include a plan for

preparing students to read at grade level by the time they enter second grade. The plan shall

require kindergarten and first grade teachers to notify parents or guardians when their child is

not reading at grade level and is at risk of not reading at grade level by the time the child enters

second grade. The plan may include the use of assessments to monitor students' progress in

learning to read, strategies for teachers and parents to implement that will help students improveand expand their reading, and provide for the recognition of teachers and strategies that appear to

be effective at preparing students to read at grade level. level;

(2) Shall include a plan to address school safety and discipline concerns in accordance with

the safe school plan developed under Article 8C of this Chapter;

(3) May include a decision to use State funds in accordance with G.S. 115C-105.25;


13/21

13

(4) Shall include a plan that specifies the effective instructional practices and methods to be

used to improve the academic performance of students identified as at risk of academic failure or

at risk of dropping out of school;

(5) May include requests for waivers of State laws, rules, or policies for that school. A

request for a waiver shall meet the requirements of G.S. 115C-105.26. 115C-105.26;

(6) Shall include a plan to provide a duty-free lunch period for every teacher on a daily

basis or as otherwise approved by the school improvement team; and

(7) Shall include a plan to provide duty-free instructional planning time for every teacher

under G.S. 115C-301.1, with the goal of providing an average of at least five hours of planning timeper week.

(c) Support among affected staff members is essential to successful implementation of a school

improvement plan to address improved student performance at that school. The principal of the school

shall present the proposed school improvement plan to all of the principals, assistant principals,

instructional personnel, instructional support personnel, and teacher assistants assigned to the school

building for their review and vote. The vote shall be by secret ballot. The principal shall submit the school

improvement plan to the local board of education only if the proposed school improvement plan has the

approval of a majority of the staff who voted on the plan.

(d) The local board of education shall accept or reject the school improvement plan. The local

board shall not make any substantive changes in any school improvement plan that it accepts. If the local

board rejects a school improvement plan, the local board shall state with specificity its reasons for

rejecting the plan; the school improvement team may then prepare another plan, present it to the

principals, assistant principals, instructional personnel, instructional support personnel, and teacher

assistants assigned to the school building for a vote, and submit it to the local board to accept or reject. If

no school improvement plan is accepted for a school within 60 days after its initial submission to the

local board, the school or the local board may ask to use the process to resolve disagreements

recommended in the guidelines developed by the State Board under G.S. 115C-105.20(b)(5). If this

request is made, both the school and local board shall participate in the process to resolve disagreements

If there is no request to use that process, then the local board may develop a school improvement plan for

the school. The General Assembly urges the local board to utilize the school's proposed school

improvement plan to the maximum extent possible when developing such a plan.

(e) A school improvement plan shall remain in effect for no more than three years; however, the

school improvement team may amend the plan as often as is necessary or appropriate. If, at any time, any

part of a school improvement plan becomes unlawful or the local board finds that a school improvement

plan is impeding student performance at a school, the local board may vacate the relevant portion of the

plan and may direct the school to revise that portion. The procedures set out in this subsection shall

apply to amendments and revisions to school improvement plans."

SECTION 2. G.S. 115C-105.26(b) reads as rewritten:

"(b) When requested as part of a school improvement plan, the State Board of Education may

grant waivers of:

(1) State laws pertaining to class size, teacher certification, and the duty-free period for

classroom teachers under G.S. 115C-301.1; size and teacher certification; and(2) State rules and policies, except those pertaining to public school State salary schedules

and employee benefits for school employees, the instructional program that must be offered under

the Basic Education Program, the system of employment for public school teachers and

administrators set out in G.S. 115C-287.1 and G.S. 115C-325, health and safety codes, compulsory

attendance, the minimum lengths of the school day and year, and the Uniform Education

Reporting System."

SECTION 3. G.S. 115C-301.1 reads as rewritten:


14/21

14

" 115C-301.1. Duty-free instructional planning time. period.

All full-time assigned classroom teachers shall be provided a daily duty-free instructional planning time

period during regular student contact hours. The duty-free instructional planning time period shall be

provided to the maximum extent that (i) the safety and proper supervision of children may allow during

regular student contact hours and (ii) insofar as funds are provided for this purpose by the General

Assembly. If the safety and supervision of children does not allow a daily duty-free instructional planning

time period during regular student contact hours for a given teacher, the funds provided by the General

Assembly for the duty-free instructional planning time period for that teacher shall revert to the general

fund. Principals shall not unfairly burden a given teacher by making that teacher give up his or her duty-free instructional planning time period on an ongoing, regular basis without the consent of the teacher."

SECTION 4. This act becomes effective July 1, 2006, and applies to school improvement plans

beginning with the 2007-2008 school year.

In the General Assembly read three times and ratified this the 13th day of

July, 2006.

s/ Beverly E. Perdue

President of the Senate

s/ James B. Black

Speaker of the House of Representatives

s/ Michael F. Easley

Governor

Approved 1:45 p.m. this 23rd day of July, 2006


15/21

15

Central Area Superintendents Office

September 17, 2010

Dear Enloe faculty,

The law states that the job of a school improvement plan is to delineate how Enloe complies with state

law and plans to guide their school through continuous improvement. Enloe's plan rightly does

not contain waivers for the law regarding duty free lunch, duty-free planning, or the flexibility to usefinancial transfers. THIS IS A WISE AND APPROPRIATE CHOICE, and in line with the choices that other

schools in the county make. The waiver that Enloe has submitted and that has been approved is one

asking for the right to waive the 135-hour seat time requirement. To enjoy the multitude of academic

choice Enloe offers in and multi-period day, Enloe rightly requested this waiver.

Too, the Enloe SIP submitted for my review includes a phrase that addresses Enloe's right to use

flexibility in financial transfers. This is in your "Resource" section and may allow Enloe's administration

to get supplies, organize teacher summer employment, etc., thus enabling Enloe to reach its academic

goals. This is perfectly appropriate and legal.

Please do add the phrases "duty-free lunch" and "duty-free planning" to the resource section of your SIP.It is a resource that Enloe provides that is in compliance with the law that states that teachers shall have

duty free lunch and planning, and that this time "will not necessarily correspond to the length of an

instructional or lunch period for students and that the principal has the right to assign duties for "the

safety and proper supervision of students..." You may add these phrases to the 2nd key process that

addresses the need to increase positive behavior, as data from the TWC suggests or the 4th key process

that states that "PLTs will work to reduce the failure rate..." These resources do help teachers work on

both of these strategies.

Thank you for sharing your concerns. Please let me know if I can be of further assistance.

Taela George-East

Special Assistant to Central Area Superintendent

[email protected]

919-501-7982
mailto:[email protected]:[email protected]:[email protected]


16/21

16

Enloe High Schools Lunch Plan

In order to effectively provide the safety and a proper supervision of students, teachers will monitor

and supervise a designated area of the school for 20 minutes during their lunch hour twice a week or

participate in Start on Time for the first ten minutes daily.

The coverage time (1sthalf/2nd half) and designated area will be determined by administration

with the intent of rotating the duties and locations as equitably as possible .

SOT and the designated areas will be determined with the intent of rotating the duties and

locations as equitably as possible.

In order to be in compliant with the general statute, the School Improvement Plan will

Add the phrases "duty-free lunch" and "duty-free planning" to the RESOURCE section of the SIP.

Add these phrases to the 2nd key process that addresses the need to increase positive behavior, as

data from the TWC suggests.

Add these phrases to the 4th key process that states that "PLTs will work to reduce the failure

rate..."


17/21

17

North Carolina ABCs Results

The ABCs of Public Education is North Carolina's accountability program which is designed to improve

student achievement, reward excellence, and provide assistance to schools that need extra help. The

program measures student achievement by a formula that measures student progress from one year to

the next.

At the elementary level, the formula takes into account scores on reading, science, and mathematics. At

the middle school level, high school level test results are also included (e.g. - Algebra 1).

At the high school level, the ABCs results are based on the performance of students in 8 core End-Of-

Course tests Algebra I; Algebra II; English I; Biology; Geometry; Physical Science; Economic, Legal, and

Political Systems; and US History. The high school model also includes measures of the dropout rate and

the percentage of students who graduate in the college prep track.

Changes for 2010

In 2009, the state Department of Public Instruction (DPI) changed the way Performance Composites and

Performance Recognitions are calculated to reflect the number of elementary and middle school students

passing either the initial test administration, or the first retest. In 2010, high school level results also use

the first retest.

However, only students passing the initial test administration are counted by DPI in determining the

Growth Recognition.

As a result of these changes, comparing elementary and middle school results from 2009 forward to

earlier results is difficult. Likewise, comparing high school results from 2010 forward to earlier results is

also problematic.


18/21

18

Enloe High School ABC Results

Year Performance

Composite

Growth Recognition Performance

Recognition

2011 77.9 Not Met No Recognition

2010 77.5 High Growth School of Progress



2007 77.7 Expected Growth School of Progress

2006 82.9 Below Expected No Recognition

2005 84.1 High Growth School of Distinction

2004 81.4 Expected Growth School of Distinction

2003 77.9 Expected Growth School of Progress

2002 76.0 Met Expected Growth Standard School of Progress

2001 76.0 Met the expected growth standard

2000 73.0 Met the exemplary growth standard

KeyMet Expected - attained the expected growth standard.

Met High - attained the high growth standard.

Honor School of Excellence - at least 90 percent of students performed at or above grade level, the school

met at least expected growth and Federal No Child Left Behind requirements for AYP.School of Excellence - at least 90 percent of students performed at or above grade level and the school met

at least expected growth.

School of Distinction - at least 80 percent of students performed at or above grade level and the school met

at least expected growth.

School of Progress - at least 60 percent of students performed at or above grade level and the school met at

least expected growth.

Priority School - fewer than 60 percent of students performed at or above grade level.

Low-Performing - fewer than 50 percent of students performed at or above grade level.


19/21

19

Federal AYP

Adequate Yearly Progress (AYP) standards are used to determine success under the federal No Child Left

Behind (NCLB) legislation.

The 2010 results are considered preliminary until they are certified by the State Board of Education.

Enloe High School AYP Results

Year Target Goals Achieved AYP Status

2011 School Met 17 (57%) out of 30 target goals School did not make Adequate Yearly Progress

2010 School met 21 (or 84.0%) out of 25 target goals School did not make Adequate Yearly Progress

2009 School met 22 (or 88.0%) out of 25 target goals Not Met

2008 School met 22 (or 88.0%) out of 25 target goals. Not Met

2007 School met 19 or (76%) out of 25 target goals. Not Met

2006 School met 25 or (100%) out of 25 target goals. Met

2005 School met 24 (or 96.0%) out of 25 target goals School did not make Adequate Yearly Progress

2004 School met 23 out of 25 target goals. School did not make Adequate Yearly

Progress.

2003 School met 20 (or 80.0%) out of 25 target goals. School did not make Adequate Yearly

Progress.

KeyTo meet the federal standard for Adequate Yearly Progress, a school must achieve all (100%) of its target

goals.


20/21

20

Pyramid of Intervention (Academic)

rev 8/10

Teacher-student conference to re-establish expectations for success

Teacher initiated Parent phone call documented

Assigned to Eagle Enrichment

Level I:Failing for

3 weeks (after

1st

10 days of

school)

-Continued Eagle Enrichment-After Teacher documented phone call home- Referral to Counselor,

Possible SST referral

Level II:

Failing for

6 weeks

-Continued Eagle Enrichment-Parent Conference initiated by teacher

-Contract for Success established by

Admin, Stu Services and/or teacher

-Intervention

Team- possibleSST referral

Level III:

Failing for

9 weeks-

Level IV:

Failing for

12 weeks

Core

Program

Eagle Student Expectations

- attend class - build positive relationships with teachers - utilize Eagle Enrichment-demonstrate respect - seek assistance when struggling - participate in the learning process

Support for all students School Structures Core Curriculum-SPAN updates every 2 weeks - Safe and orderly campus -all classes will meet/ exceed Level III/ IV on state tests

-Eagle Buddies -Common PLC time - students will earn 3 or higher on AP exams

-Big Brother/ Big Sister -Extra-curricular programs -SIP/ PLC SMART Goals- Purposeful Scheduling -School Improvement Plan - Identify essential outcomes within NCSCOS

- Nova Net/ NCVPS/ Academy of Reading -Teachers do Attendance Daily -Common Assessments align with essential outcomes

-Literacy Strategies - Department Halls

-Analyze common assessment data and

Remediate, re-teach, and differentiate instruction


21/21

21

AttendanceChart

IC = Intervention Coordinator/ Kevin Neiley

SAM= Student Assistance Module

Skipping= absent from class but on campus

Truant=absent from class and not on campus

IC contacts student and or parent to assertain reasons for absences-documents in

SAM

Documents

Health.cat Enloehs Wcpss Net Sip Plan 2010 2012 PDF