North Whiteville Academy
School Improvement Plan
2015-2018
TABLE OF CONTENTS
Part 1: General Information
A.
Overview
Part 2: School Improvement Plan Template
Section 1: School Improvement Team Information
Section 2: Vision, Mission, and Values
Section 3: Data Profile
Section 4: Strengths and Needs Analysis
Section 5: School Priority Areas and Goals
Section 6: School Improvement Strategies and Implementation Timeline
Overview
General Information (General
school information and demographics)
North Whiteville Academy
is an alternative school for grades 6-12.
The program is designed to serve students whose needs cannot be met in
the regular school environment. Placement
and duration at the alternative school is determined by a committee consisting
of the superintendent, home school administrator and the alternative school administrator. The objective is to return the students to
the regular school setting as soon as their behavior or credits allow them to
function successfully.
3 Types of Referrals:
Chronic Discipline Issues, Pending Charges, Credit Recovery.
Currently, NWA has
thirty four students enrolled for credit recovery, two students with pending
charges and three students with chronic discipline issues.
Section 1: School Improvement Team
Information
Name of School:
|
North Whiteville Academy
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School
Address:
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310 S. Martin Luther King Jr. Avenue
Whiteville, NC 28472
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Principal’s Name:
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Susan M. Smith
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Grade Levels:
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6-12
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School Improvement Team Members:
(include all
stakeholders)
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Susan Smith Jami Hinson Sherill Bordeaux
Stacy Boren Lisa Gurkin Cherelene Harrelson
Amber Meares Angela Bullard Gwen Inman
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Plan Year(s):
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2015-2018
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School Principal Signature:
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Susan M. Smith
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Date:
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October 28, 2016
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Section 2: Vision, Mission, and Values
What is
the school’s Vision?
|
To
create a safe, orderly, and nurturing culture of learning in which improved
student performance is expected and supported by all personnel and other
responsible parties, demonstrated by all student, and celebrated by all
stakeholders.
|
What is
the school’s Mission statement?
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Everyone
committed to the success of all students
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What are
the schools’ Core Beliefs and Values?
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All
students can learn and become lifelong learners.
All
students are entitled to a safe and caring environment in which learning is
encouraged and expected.
All
stakeholders must be committed to developing and upholding high expectations.
The
success of each student depends on the support of parents, caregivers, and
members of our community.
All
curricular areas are equal and treated with dignity, respect, and importance.
|
Section
3: Data Profile Strength and Needs
Assessment
Grades:
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6-12
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No. of
Administrators:
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1
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Student
Enrollment:
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26
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No. of
Teachers:
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6
|
|
|
No. of
Support Staff:
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5
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Student Demographics
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American Indian
|
1
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AIG
|
0
|
Asian
|
0
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Limited
English Proficient
|
0
|
Black
|
17
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Students
with Disability
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0
|
Hispanic
|
1
|
|
|
White
|
6
|
|
|
Other
|
1
|
|
|
|
END OF GRADE Achievement Data
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READING College and Career
Ready/Grade Level Proficient
|
Grade 6
|
2014
|
2015
|
2016
|
All Students
|
*
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
Grade 7
|
|
|
|
All Students
|
*
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
|
|
Grade 8
|
|
|
|
All Students
|
25.0
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
20.0
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
MATH College and Career Ready/Grade
Level Proficient
|
|
2014
|
2015
|
2016
|
Grade 6
|
|
|
|
All Students
|
*
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
Grade 7
|
|
|
|
All Students
|
*
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
Grade 8
|
|
|
|
All Students
|
<5
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
<5
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
HIGH SCHOOL ACHIEVEMENT DATA
|
|
2014
|
2015
|
2016
|
Biology
|
|
|
|
All Students
|
*
|
<5
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
<5
|
*
|
Hispanic
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
English II
|
|
|
|
All Students
|
*
|
20.0
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Hispanic
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
Math I
|
|
|
|
All Students
|
14.3
|
<5
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Hispanic
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
EOC Participation
|
|
|
|
ACT
|
|
|
|
All Students
|
<5
|
<5
|
7.7
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
<5
|
<5
|
*
|
Hispanic
|
*
|
<5
|
<5
|
Other
|
*
|
<5
|
<5
|
White
|
*
|
*
|
*
|
ACT WORK KEYS
|
|
|
|
All Students
|
*
|
*
|
*
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
*
|
*
|
*
|
Hispanic
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
*
|
MATH COURSE RIGOR
|
|
|
|
All Students
|
>95
|
>95
|
>95
|
American Indian
|
*
|
*
|
*
|
Asian
|
*
|
*
|
*
|
Black
|
>95
|
>95
|
>95
|
Hispanic
|
*
|
*
|
*
|
Other
|
*
|
*
|
*
|
White
|
*
|
*
|
>95
|
|
|
|
|
Graduation Rate (HS only)
|
69.2
|
85.7
|
90
|
Dropout Rate (HS only)
|
|
|
|
|
|
|
|
SCHOOLWIDE DATA
|
|
2014
|
2015
|
2016
|
Student Attendance
|
52
|
48
|
48
|
Section
4: Strength(s) and Needs Assessment
Summarize the school’s most
significant strengths.
|
Strength(s)
|
Data Support
|
Great
Teacher to Student Ratio
|
1 to 6
|
Strong
Guidance Department
|
Classes,
Monthly Speakers, Programs
|
Strong
Relationship with outside agencies
|
Referrals/Meeting
Logs
|
Credit
Recovery Classes
|
Enrollment
Data
|
2 CTE Course Offernings
|
Enrollment
Data
|
1 to 1
Technology
|
Technology
Inventory Sheet
|
Transition
Meetings
|
Sign In
Sheet
|
Data
Driven Lesson Plans
|
EOC/EOG
goal summary
|
Increase
in Graduation Rates (4yr cohort)
|
NC DPI
results
|
Summarize the school’s most
significant areas of growth.
|
Area of Need
|
Data Support
|
EOG/EOC
Proficiency Rates (CCR)
|
Historical
testing data
|
Student
Attendance
|
Previous
school year attendance report
|
EOG/EOG
Growth
|
EVAAS
data
|
Parental
Involvement
|
Sign in
Logs
|
ACT
scores
|
ACT
results
|
Section
5: School Priority Areas and Goals
Step
1: Priority Areas
Priority Areas: Based upon the
analysis conducted, what 4 or 5 priorities emerge for the school? Cite
relevant evidence from your analysis to support these priorities.
1. Strengthen instructional programs
to ensure rigor, alignment with home school, research-based instruction, and
contain state academic content standards.
2. Establish a social environment
that improves school safety and discipline and addresses other non-academic
factors that impact student achievement, such as students’ social, emotional
and health needs.
3. Prior to 2013, parental and community
involvement rates were less than 5%. NWA
will provide ongoing opportunities for student, family and community
engagement.
4. Based on data analysis, all
subgroups have not obtained College and Career ready proficiencies on EOC/EOG
courses. Therefore, NWA will increase
the number of students obtaining proficiency rates in EOC/EOG courses and/or academic
growth based on EVAAS data.
|
Goal
#1: Insert goal below
|
Identify district strategic alignment
below:
|
NWA will increase the number of students obtaining
proficiency rates in EOG/EOG courses and/or academic growth based on EVAAS
data.
|
WCS 1.4.1 WCS 1.4.2 WCS 1.4.3 WCS 1.4.4 WCS 1.4.5 WCS 1.4.7
|
Goal #2: Insert goal below
|
Identify district strategic alignment
below:
|
Strengthen instructional programs to ensure rigor,
proper pacing, research-based instruction, alignment with state academic
standards
|
WCS 5.1.1 WCS 5.1.2 WCS 5.1.5 WCS 5.1.6
|
Goal #3: Insert goal below
|
Identify district strategic alignment
below:
|
Establish a social environment that improves school
safety and discipline and addresses other non-academic factors that impact
student achievement, such as students' social, emotional and health needs.
|
WCS 4.2.1 WCS 4.2.2 WCS 4.2.3 WCS 4.2.4
|
Goal #4: Insert goal below
|
Identify district strategic alignment
below:
|
NWA will provide ongoing opportunities for student,
family and community engagement.
|
WCS 1.1.2 WCS 1.1.3 WCS 1.1.4 WCS 1.1.5 WCS 1.1.6
|