health.cat enloehs wcpss net sip plan 2010 2012 pdf
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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
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Enloe High School Profile
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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.
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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
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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
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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
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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
Staff continue training in their area of professional development.Certified Staff
Early Release 13 January 2012Staff continue training in their area of professional development.
Certified Staff
Early Release 17 February 2012
Staff continue training in their area of professional development.Certified Staff
Early Release 16 March 2012
Staff continue training in their area of professional development.Certified Staff
Early Release 27 April 2012
Staff continue training in their area of professional development.Certified Staff
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
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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
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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.
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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.
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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;
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(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:
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" 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
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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
919-501-7982
mailto:[email protected]:[email protected]:[email protected] -
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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..."
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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.
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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
2009 77.0 Not Met No Recognition
2008 77.8 Not Met No Recognition
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.
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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.
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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
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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