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 .................................................................................................................... 16 North 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

Enloe High School Profile

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 a community 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 with students 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.

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
Data Justification for Goal based on a comprehensive needs assessment

Ashlie Thompson
EOC data, AYP data, ABC data, EVAAS, quarterly failure reports, Pyramid of intervention and EE academic referrals.

1st Key Process

Process Manager(s) Resources

Continue implementation of PLT initiatives focused on reducing the failure rate and closing the achievement gap.
CORE representatives Time, money, facilities, staff development, CMAPP, the Global Schools Network, scheduling and utilization of flexibility in financial transfers. We will use the flexibility allowed in the conversion process to maximize student achievement and growth. Time, scheduling, facilities, money. Core 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 of CMAPP, Differentiation and Literacy Strategies. 1. Action Step. Conduct program evaluation of Eagle Enrichment Program and Failure 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 determine and implement appropriate interventions. 8. Action Step. Administration will provide quarterly SAM data for CC PLTs to measure their progress. 9. Action Step. Teachers will teach bell-to-bell utilizing differentiation and literacy strategies. 10. Action Step Continue preparing for a change of bell schedule

Restrainers Measureable Process Checks

Action Steps

2nd Key Process

Process Manager(s) Resources

Continue implementation of programs promoting positive student growth in behavior: the Students Obtaining Alternate Resources and Truancy Intervention Program.
Shanora Kingsberry and Kevin Neiley 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. Time, money, facilities, staff development, scheduling The Dean of Students, Intervention Coordinator and counselors will use the respective processes for Students Obtaining Alternate Resources and Truancy Intervention Program to collect data on interventions and analyze data to determine the impact the interventions are having on the suspension rate and student attendance. 1. Action Step. Continue to utilize programs that reduce out of school suspensions. 2. Action Step. Interpret data from Students Obtaining Alternate Resources, Start on Time and Truancy Intervention Program 3. Action Step. Create additional in-school resources. 4. Action Step. Continue data tracking systems 5. Action Step. Utilize Brief Solution Focus Therapy and goal setting as well as other counseling techniques with referred students.

Restrainers Measureable Process Checks Action Steps

3rd

Key Process

Develop a school culture that values and actively promotes literacy and enables our 21st century learners to employ literacy skills to locate, evaluate, synthesize and apply knowledge gained from various text resources for both academic and personal uses.
Elected Members of the Literacy Leadership Team 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 Central Office support, Literacy coach, Purposeful scheduling, Extracurricular support programs CONCERT, Academy, CIS, Curriculum assistance and special education teachers, Staff development, Community/ stakeholder involvement 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 students The 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. Year I 1. Action Step. Purposeful scheduling (ongoing) 2. Action Step. PLTs sustained content area reading according to the implementation timeline established by department for each strategy 3. Action Step. Pilot assessments (pre/benchmark/post) using literacy coach for selected PLTs 4. Action Step. Research non-traditional funding resources/community partnerships & programs 5. Action Step. Literacy experts attend RIAL training

Process Manager(s) Resources

Restrainers

Measureable Process Checks Action Steps

Year 2

1. Action Step. RIAL training for whole faculty 2. Action Step. Purposeful scheduling (ongoing) 3. Action Step. Action Step. Assessments (pre/benchmark/post) whole 4. Action Step. PLTs will look at embedding literacy interventions for more
programs 6. Action Step. Literacy experts attend SIOP training Year 3 1. Action Step. Purposeful scheduling (ongoing) 2. Action Step. Cross-curricular collaboration 3. Action Step. SIOP training for whole faculty by literacy experts school struggling readers during EE time

5. Action Step. Non-traditional funding sources/community partnerships &

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 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. 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) Early Release 16 September 2011 Staff continue training in their area of professional development. Early Release 7October 2011 Staff continue training in their area of professional development. Early Release 13 January 2012 Staff continue training in their area of professional development. Early Release 17 February 2012 Staff continue training in their area of professional development. Early Release 16 March 2012 Staff continue training in their area of professional development. Early Release 27 April 2012 Staff continue training in their area of professional development. Five Protected Workdays 24 August 2011, 31 October 2011, 23 January 2012, 30 March 2012, 12 June 2012 -Common Core Curriculum -Differentiation 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. Participants Certified Staff

CORE Staff includes: Algebra I, Algebra II, Geometry, English I, English II, English III, Earth Science, Biology, Physical Science, World History, US History, Civics and Econ NON CORE Staff includes: CTE, Arts, Student Services, Eng IV, Chemistry, Pre Cal, IB, AP Bio, Spec Ed, Singletons, World Languages, Media, Health/PE,

Certified Staff Certified Staff Certified Staff Certified Staff Certified Staff Certified Staff Certified Staff

Certified Staff

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 Science Department Rhonda Smith Teresa Solomon Student Services **Kevin Neiley Library/Media Center Geraldine Bowen Math Department David Smith Jerod Johnson Lauren Brooks PTSA Parents John Gordon Visual & Performing Arts Elizabeth Huss Second Languages Department Kathryn Fawcett **Raymond Samuels Social Studies Department Joe Gates Special Education & ESL Shiloh Lewis Student Government Rachel Cohen

**School Improvement Team Co-Chair

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. 10

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 A DUTY-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 to develop 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 improve and 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 time per 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: 13

" 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 dutyfree 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 use financial 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 Tgeorge-east@wcpss.net 919-501-7982

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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 (1st half/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-OfCourse 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 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 Performance Composite 77.9 77.5 77.0 77.8 77.7 82.9 84.1 81.4 77.9 76.0 76.0 73.0 Growth Recognition Not Met High Growth Not Met Not Met Expected Growth Below Expected High Growth Expected Growth Expected Growth Met Expected Growth Standard Met the expected growth standard Met the exemplary growth standard Performance Recognition No Recognition School of Progress No Recognition No Recognition School of Progress No Recognition School of Distinction School of Distinction School of Progress School of Progress

Key
Met 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 2011 2010 2009 2008 2007 2006 2005 2004 2003 Target Goals Achieved School Met 17 (57%) out of 30 target goals School met 21 (or 84.0%) out of 25 target goals School met 22 (or 88.0%) out of 25 target goals School met 22 (or 88.0%) out of 25 target goals. School met 19 or (76%) out of 25 target goals. School met 25 or (100%) out of 25 target goals. School met 24 (or 96.0%) out of 25 target goals School met 23 out of 25 target goals. School met 20 (or 80.0%) out of 25 target goals. AYP Status School did not make Adequate Yearly Progress School did not make Adequate Yearly Progress Not Met Not Met Not Met Met School did not make Adequate Yearly Progress School did not make Adequate Yearly Progress. School did not make Adequate Yearly Progress.

Key
To 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

Level IV: Failing for 12 weeks

-Intervention Team- possible SST referral

Level III: Failing for 9 weeks-

-Continued Eagle Enrichment -Parent Conference initiated by teacher -Contract for Success established by Admin, Stu Services and/or teacher

Level II: Failing for 6 weeks 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

Teacher-student conference to re-establish expectations for success Teacher initiated Parent phone call documented Assigned to Eagle Enrichment

Core Program

Eagle Student Expectations - attend class

-demonstrate respect Support for all students - build positive relationships with teachers - utilize Eagle Enrichment - seek assistance when struggling - participate in the learning process School Structures
Core Curriculum
-all classes will meet/ exceed Level III/ IV on state tests - students will earn 3 or higher on AP exams -SIP/ PLC SMART Goals - Identify essential outcomes within NCSCOS -Common Assessments align with essential outcomes

-SPAN updates every 2 weeks - Safe and orderly campus -Eagle Buddies -Common PLC time -Big Brother/ Big Sister -Extra-curricular programs - Purposeful Scheduling -School Improvement Plan - Nova Net/ NCVPS/ Academy of Reading -Teachers do Attendance Daily -Literacy Strategies - Department Halls -Analyze common assessment data and Remediate, re-teach, and differentiate instruction

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Attendance Chart

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

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