|District Name:||School Name:||School Code:||Year:|
|Stanly County Schools||Albemarle High School||302||2015-2016|
|Principal Name (or Designee)||Douglas Kilgore||Principal Name (or Designee) Emailemail@example.com|
|School Mission||We BARK: We.... Believe in building a solid foundation for college and career readiness.
Academically challenge students to become lifelong global learners.
Respect each other: faculty, staff and community.
Know the power of positive relationships.
At Albemarle High School WE BARK!
|School Vision||Albemarle High School will partner with our families and communities to provide our students an educational foundation to promote career and college readiness, lifelong learning, and citizenship.|
|Data Analysis: Give a brief description of the data sources your team analyzed and the root causes uncovered during the analysis. What was learned from the data review? How did these data inform decisions for school improvement initiatives? (to include TWC, EOG/EOC results, attendance, graduation rates, among other sources of data)|
EOG Results Disaggregated: http://www.ncpublicschools.org/accountability/reporting/
School Report Card Results: http://www.ncreportcards.org/src/
North Carolina Teacher Working Conditions Survey: http://ncteachingconditions.org/
1. Albemarle High School is a traditional comprehensive high school (9th grade through 12th grade) which is on a 4x4 block schedule. There are 411 students enrolled at AHS: 39.4 % students are African American; 38.9% students are Caucasian; 9.5% students are Hispanic; 6.6% students are multi-ethnic; 5.1% students are Asian; 0.4% students are Native American. AHS has 8% students identified as Academically & Intellectually Gifted and 22.9% students are identified as Exceptional Children. (This EC percentage is significantly higher than the state average of 12.5 %). The teacher turnover rate for 2011-2012 was 15%, for 2012-2013 it was 23%, and for 2013-2014 it was 17%. The school is located in the city of Albemarle, which is the county seat of Stanly County. Currently, there are 35 licensed employees, 17 full-time classified employees and 7 part-time classified employees working in the building. Over the past three years, the school's average student attendance is 94%. At this time, 71% of the students receive free or reduced lunch. AHS graduation cohort for the 2014-2015 year was 83% and increase from previous year of 71% as a result of adding a Drop-Out Prevention team to identify at risk students early.
Albemarle High School is participating in our district partnership with NCDPI to assess areas of improvement in teaching and learning through voluntary Comprehensive Needs Assessment (CNA). The CNA report has been a reference this year in the overall School Improvement Plan. We identified three key goals to include in our plan this year that will specifically impact instruction. The CNA process identified a need for our school to (1) define and monitor data-driven instruction, (2) working more cohesively through stakeholder communication processes, and (3) increasing technology and 21st Century Skills into instruction. Through the improvement in these three key areas, AHS will increase results in student EOC proficiency. According to the Comprehensive Needs Assessment (CNA) Report AHS is lacking in the area of Families and Communities. Albemarle High School has an active Athletic Booster Club run and supported by parents, however, there is no formal PTO organization. For the 2015-2016 there is a grassroots effort to establish a working PTO called PAWS which stands for Parents Actively Working for Students.
2. Albemarle High School will increase overall proficiency and growth for 2015-2106 to an overall school performance grade of "C" or above. A major focus of improvement for AHS is our student EOC proficiency and growth, in the areas of Math I, Biology and English II. School Year Overall Grade Level Proficiency Math I English II Biology I 2012-2013 28.2% <5% 31.9% 33.3% 2013-2014 36.8% 32.3% 44.3% 34% 2014-2015 32.6% 25.6% 43.4% 29.1% 2015-2016 GOAL 40% 40% 45% 40% School Year Overall Growth Index Math I English II Biology I 2012-2013 Not Met -7.6 -3.3 -0.2 2013-2014 Not Met -3.0 -1.6 0.4 2014-2015 Not Met -6.8 -2.0 -4.4 2015-2016 GOAL Met 0 0 0
For the 2015-16 school year, Albemarle High School's GOAL 1 : AHS EVAAS School Value Added Report will indicate a positive overall growth measure equal to or greater than zero index points in EOC and increase overall EOC grade level proficiency to 40% or higher. Based upon last year's data (2014-15), all subgroups' EOC and NCFE scores contributed the overall school's State Report Card Grade of "D". AHS will meet our achievement goals by actively working and executing the strategies outlined (i.e. effective use of common planning periods for all core content areas, facilitating PLC's with fidelity, including analyzing benchmark, state and national assessment data, identifying students who are performing below standard and implementing research based instructional strategies to reteach the underperforming students.) The data shows a disparity between student performance rates in English II verses Biology which shares much of the same student population. Teacher turnover in the areas of math and science over the past two years maybe the reason for the disparity as the English department personnel has remained consistent. . 3. After reviewing prior year additional data, an area of concern for this school year centers around discipline, particularly out of school suspensions (OSS). 2013-2014 report reflects 530 incidents of out of school (OSS) suspensions; 2014-2015 report reflects 331 incidents of out of school suspensions (OSS). There is a direct connection to disciplinary actions, length of suspensions, and the students overall performance. This data will be consistently reviewed and reported throughout the year in faculty meetings to discuss the problem and enact initiatives to correct the maladaptive behaviors that are most prevalent within the school.
4. Stakeholder survey results and the CNA report indicate that internal and external communication initiatives were not properly executed. Staff met individually with the new principal prior to the start of the 2015-2016 school year and were asked (1) What worked well at AHS? (2) What did not work well at AHS? (3) What must change to make AHS better? Staff reported that communication was lacking and inconsistent. GOAL 4 at -AHS will address the many ways by which the school will improve communication amongst all stakeholders.
5. Stanly County Schools superintendent and district administration will work with AHS to monitor school progress through the district Quality Assurance Inventory process (QAI). The Quality Assurance Inventory process consists of on-going data analysis and school visits aligned with School Improvement Plans to increase student achievement. The district high school director will work with school administration on a monthly basis to ensure the continued alignment of school improvement goals, strategies and QAI recommendations with school progress.