School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority
areas for improvement.
Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group
performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from
walk-throughs/observations as well as data).
1. What does the analysis tell you about your schools strengths?
Overall student proficiency increased as evidenced by ACT composite data and WorkKeys data. In addition, the cohort graduation rate
and student social competencies have improved. ODRs decreased by 38.9% from 2012-2013 to 2013-2014. Decreased the number of
dropouts from 107 in 2006-2007 to 33 in 2012-2013. Decreased number of dropouts to 14 in 2013-2014.
Positive Gains at Northern Nash High - 2013/2014
Social Competency Gains
Actual Data Preliminary
Data
2012-2013
2013-2014
ACT
39.6
44.6
Composite
Work Keys
51.2
67.1
Cohort
83.3
87.4
Graduation
Rate 4 year
Cohort
83.1
83.6
Graduation
Disciplinary 1650
1007
Referrals
Math Rigor
92.7
>95

2. What does the analysis tell you about your schools gaps or opportunities for improvement?
Our formative data tells us we increased our student proficiency second semester of the 2013-14due to teachers reviewing data from first
semester and making changes according to gaps identifed by the data. The same procedures must be followed for the opening
semester of the 2014-15 school year. Our analysis tells us we need to disaggragate our data, look at reading lexiles, and target reading,
math, and science for all students. According to our data from Federal Annual Measureable Objectives and State Targets, we have
targeted the following subgroups for specific intervention and improvement:
Year 1
Year 2
Year 3
2012-13
2013-2014
2014-15
Performance Performance Targets
SUBGROUPS
Preliminary
Reading
Total (All
38.6
37.3
61.9
Students)
Black
18.8
27.3
46.6
White
57
55.7
71
EDS
21.8
25.7
48.8
SWD
<5
<5
30.3
AIG
93.3
85.2
94.2

Math

Science

SUBGROUPS
Total (All
Students)
Black
White
EDS
SWD
AIG
SUBGROUPS
Total (All
Students)
Black
White
EDS
SWD

20.5

Preliminary
25.7

50.8

10.7
38.6
9
<5
80

16
39.7
15.6
<5
89.2

36.4
58.8
42.1
30
85.8

35.6

Preliminary
25.8

60.8

17.6
55.8
20.1
11.1

21.3
34.6
19.1
12.9

44.6
69.3
48.2
35.9

3. What data is missing, and how will you go about collecting this information for future use?
We do not have the names of students who are in the subgroup of Economically Disadvantaged nor do we have a means of collecting
this information. We will, however, track our at risk students by attendance, discipline and grades, focusing on improving these areas to
help improve performance in the subgroup of Economically Disadvantaged. We will also strategically focus on identifying students within
all other subgroups in order to properly intervene for academic growth. Once students are identified, we will ensure date is collected
from EVAAS, previous EOC data, and NCFE data.

4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?
Cite relevant evidence from your analysis to support these priorities.
1. Increase proficency in specific subgroups in Reading, Biology, and Math I.
In 2013-2014, preliminary proficiency rate for reading for all students was 37.3%. Black students were 27.3% proficient, white
students were 55.7% proficient, EDS students were 25.7% proficient, and AIG students were 85.2% proficient. By increasing proficiency
in each subgroup, overall proficiency will increase to 61.9% by June, 2014.
In 2013 2014, proficiency rate for math for all students was 25.7%. Black students were16% proficient, white students were 39.7%
proficient, EDS students were 15.6% proficient, SWD students were less than 5% proficient and AIG students were 89.2% proficient. By
increasing proficiency in each subgroup, overall proficiency will increase to 50.8% by June, 2014.
In 2013-2014, proficiency ratefor science for all students was 25.8%. Black students were 21.3% proficient, White students were
34.6% proficient, EDS students were 19.1% proficient, SWD students were 12.9% proficient and AIG students were 62.9% proficient. By
increasing proficiency in targeted subgroups, overall proficiency will increase to 60.8% by June, 2014.
2. Increase attendance to improve time on task and academic growth.
Attendance has remained at 90% for the past two years. This rate is below the state attendance average of 95%.
3. Recruit, hire, and retain high quality 21st century professionals.
In 2013-2014, 5 teachers left Northern who had been here for 3 years or less. In 2012-2013, 4 teachers left who had been at Northern
for 3 years or less.
Reasons stated for separation were moving closer to home, moving to an area with more social opportunities, and obtaining a higher
salary.

Priority Goal 1 and Associated Strategies

Area for improvement and supporting data:
Math, Science and English.
Supporting Data
State EOC, PLAN, ACT Scores, SchoolNet, EVAAS,

School Goal 1:
Supports this
district goal:

To continuously improve Federal AMO and State targets, ACT and WorkKeys performance.
Overall goal is to meet the Year 3 targets.
In 2013-2014, preliminary proficiency rate for reading for all students was 37.3%. Black students were 27.3%
proficient, white students were 55.7% proficient, EDS students were 25.7% proficient, and AIG students were 85.2%
proficient. By increasing proficiency in each subgroup, overall proficiency will increase to 61.9% by June, 2014.
In 2013 2014, proficiency rate for math for all students was 25.7%. Black students were 16% proficient, white
students were 39.7% proficient, EDS students were 15.6% proficient, SWD students were less than 5% proficient
and AIG students were 89.2% proficient. By increasing proficiency in each subgroup, overall proficiency will increase
to 50.8% by June, 2014.
In 2013-2014, proficiency rate for science for all students was 25.8%. Black students were 21.3% proficient, White
students were 34.6% proficient, EDS students were 19.1% proficient, SWD students were 12.9% proficient and AIG
students were 62.9% proficient. By increasing proficiency in targeted subgroups, overall proficiency will increase to
60.8% by June, 2014.

Target:

Indicator:

Plan/Do

By the end of 2014-2015 school year, students in all subgroups will achieve the Federal AMO and State target
identified for proficiency.
1. The NRMPS will be a high performing, technology-rich school district with leading-edge learning
experiences that promote engagement, creativity, critical thinking and achievement and will prepare
our graduates to excel in higher education or the career of their choice.

Milestone date:

SchoolNet data, Progress Reports, Schoolwide Indicator Reports, Report cards, Formative & summative test data

Goal 1 Improvement Strategies Identify research-based strategies whenever possible.

By the end of the 2014-2015 school year, students in all subgroups will achieve the Federal AMO and State target
identified for proficiency
Action steps: Metacognitive markers will be used across the curriculum
Strategy 1:

1. Establish a baseline rubric for use of M & M's.

5. Put exemplars in a shared folder

2. Train teachers to expand the rubric for their

content.
3. Teachers will use M & M's as test taking
strategies.

6. Focus on math/science informational text in multiple

disciplines
7
8.

By the end of the 2014-2015 school year, students in all subgroups will achieve the Federal AMO and State target
identified for proficiency
Action steps: Increase higher level questioning on assessments and benchmarks to improve student achievement
1. Utilize Smarter Balanced Consortium exemplars
5.
Strategy 2:
2. Create higher level questions in School Net
6.
3. Teachers incorporate higher level questions into
7.
daily practices.
4
8.
By the end of the 2014-2015 school year, students in all subgroups will achieve the Federal AMO & State target
identified for proficiency
Action steps: Improve data analysis and create meaningful common assessments during PLC sessions
1. Student Goal Forms in each course
5. Use data to develop interventions for different subgroups
Strategy 3:
2. Incorporate EVAAS data to differentiate for
6.
student learning
3. Create common assessments in like subjects
7.
4. Use data to inform instructional practices
8.

Professional development - Identify the professional development required to successfully implement the strategies
above.

Plan/Do

Staff person or group

Course name/title

Course provider

How will we fund these strategies and associated professional development?

Funding source 1: Select a funding source
Funding amount:
Funding source 2: Select a funding source
Funding amount:
Funding source 3: Select a funding source
Funding amount:
Funding source 4: Select a funding source
Funding amount:
Funding source 5: Select a funding source
Funding amount:
Total initiative funding:
Review frequency: Quarterly
Assigned implementation team:

Date completed

$0
$0
$0
$0
$0
$0

What data will be used to determine whether the strategies were deployed with fidelity?

Check

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
We will determine if the strategies led to progress by constant monitoring of formative assessments, PLC meeting notes, plans for intervention, increases
in student growth from week to week, lesson plans, and EVAAS data.

What does data show regarding the results of the implemented strategies?
The data indicates that NNHS dropped from 2013-14 to 2014-15 in EOC's, ACT, and WorkKeys proficiency standards. In 2013-14 to 2014-15 NNHS
increased the graduation cohort and remained stable in Math Course Rigor. In 2013-14 the proficiency for English II was 51%, Math I 38%, and Biology
34%. The ACT proficiency rate was 45% and ACT WorkKeys was 67%. In 2014-15 English dropped to 47%, Math I lowered to 35%, and Biology dipped
to 28%. The ACT fell to 41% and the ACT WorkKeys dropped to 53%. In 2014-15 the 4 year graduation cohort increased to 89 % from 88% in 2013-14.
Math Course Rigor remained unchanged at >95%.

Act

Based upon identified results, should/how should strategies be changed?

NNHS staff will continue to utilize Meta-Cognitive Markers in order to assist students with reading comprehension skills. The entire NNHS staff will
implement general vocabulary/word part instruction and reinforce vocabulary usage that is commonly found on the ACT, EOC's, NCFE, WorkKeys, and in
College and Career settings. The word parts and vocabulary will be introduced weekly and followed with reinforcement in all classes daily. This strategy
will assist in building overall literacy skills that will be utilized in all content areas and result in higher growth and proficiency for all sub groups at Northern
Nash High School.

Priority Goal 2 and Associated Strategies

Plan/Do

Area for improvement and supporting data:

Increase attendance to improve time on task and academic growth. Attendance data for 2012-2013 and 2013-2014 indicate that Northern
Nash student attendance was 90%. The state attendance rate was at 95%. Therefore, attendance will be targeted to improve student
achievement.
School Goal 2:

Increase attendance to improve time on task and academic growth.

Supports this
district goal:

The NRMPS will be a high performing, technology rich school district with leading edge learning
experiences.

Target:
Indicator:
Milestone date:

All students will meet the target of 95% attendance

Northern Nash attendance rate is currently 90%
Every 10 days

Goal 2 Improvement Strategies Identify research-based strategies whenever possible.

Action steps: Use PBIS as an incentive to encourage students to be at school 95% of the time
1. Knight Time Reward Cards
5.
6.
Strategy 1: 2. Knotable Knights recognized for attendance
monthly
3. Recognize students at end of year ceremony who
7.
have perfect attendance.
4.
8.

Action steps: Utilize attendance contracts for students with attendance issues
Strategy 2: 1. Identify students absent 10 days or more
5. Monitor student progress
2. Identify students with FF's
6. Reward student when contract is kept
3. Place identified students on daily contract
7.
4. Meet with parents
8.

Professional development - Identify the professional development required to successfully implement the strategies
above.

Plan/Do

Staff person or group

Course name/title

Course provider

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

Assigned implementation team:

What data will be used to determine whether the strategies were deployed with fidelity?

Check

Date completed

$0
$0
$0
$0
$0
$0

Check

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
We measured our strategies by collecting data weekly and monthly to ensure the implementation was strong. We shared this data with our staff and
students daily using morning announcements. Each week we noticed a positive change in our attendance number. Therefore, the strategy was effective
and valid.

What does data show regarding the results of the implemented strategies?

Act

The attendance data for 2014-15 indicates growth. The Northern Nash attendance rate in 2013-14 was 90%. This number increased to 92% in 2014-15.
Thus, yielding a 2% increase from 2013-14 to 2014-15. The 2% gain failed to reach the NC state target of 95%. The goal for 2015-16 is to continue to
push towards the NC state average of 95% and achieve this measure by the end of the 2015-16 school year.
NNHS will continue to utilize the strategies that were implemented in the 2014-15 school year. The strategies are proven to assist in increasing the
attendance goal. There will be an extensive focus on 12th graders to ensure their attendance rate increases. This will be accomplished through grade
level meetings, contracts, conferences, and constant monitoring through the Student Services department, teachers, and administrators.

Priority Goal 3 and Associated Strategies

Area for improvement and supporting data:
Recruit, hire and retain 21st Century high quality professionals. Teachers with 3 years or less experience left Northern due to wanting to be
closer to home, or a higher salary, or more social opportunities.
School Goal 3:
Supports this
district goal:

Recruit, hire, and retain 21st Century high quality professionals.

Target:
Indicator:
Milestone date:

Retain 100% of Northern Nash high quality teaching staff

5 teachers with 3 or less years of experience left Northern in 2013-2014 and 4 left in 2012-2013.

The NRMPS will recruit, hire and retain 21st Century high quality professionals.

Plan/Do

Goal 3 Improvement Strategies Identify research-based strategies whenever possible.

Action steps: Recruit
1. Partnerships with local colleges and universities
Strategy 1: 2. Marketing materials to promote Northern Nash
3. Utilize faculty and community resources in
identifying high quality candidates
4
Action steps: Hire
1. Create a high functioning interview team
2. Design interview questions to assess potential of
Strategy 2:
candidate for becoming a 21st century professional
3. Call multiple references to complete assessment
of candidate.
4.

5.
6.
7.
8.

5.
6.
7.
8.

Action steps: Retain

1. Create a professional environment that is
conducive to leadership/learning opportunities for
all teachers
Strategy 3: 2. Pair mentors with mentees to provide daily
support
3. Align professional development to support school
improvement goals
4. Have monthly meetings for BT's.

5. Assign a buddy teacher to veteran teachers that are new to

Northern.
6
7.
8.

Professional development - Identify the professional development required to successfully implement the strategies
above.

Plan/Do

Staff person or group

Course name/title

Course provider

Date completed

How will we fund these strategies and associated professional development?

Funding source 1:
Funding source 2:
Funding source 3:
Funding source 4:
Funding source 5:

Select a funding source

Select a funding source
Select a funding source
Select a funding source
Select a funding source

Review frequency:

Quarterly

Funding amount:
Funding amount:
Funding amount:
Funding amount:
Funding amount:
Total initiative funding:

$0
$0
$0
$0
$0
$0

Check

Assigned implementation team:

What data will be used to determine whether the strategies were deployed with fidelity?
We utilized our teacher turnover data to determine the rate in which qualified teachers with 3-5 years of experience left NNHS. We compared this data to
previous years in order to identify the teacher turnover rate.

Check

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative
data as appropriate.)
The strategies that were utilized at NNHS included creating a strong interview process with questions built in that would measure a teacher's ability to
perform in a 21st century classroom. We created an induction program that assisted teachers in becoming very familiar with the school, processes, and
procedures before classes started. The administration and mentors met with teachers monthly to assist in difficult areas, provide support, and guidance.

What does data show regarding the results of the implemented strategies?
The data revealed there was a decrease in the number of teachers (3-5 year range) lost in 2014-15 at NNHS compared to 2013-14. Therefore, the
strategies implement had a positive change.

Act

Based upon identified results, should/how should strategies be changed?

It will be important to continue to build positive relationships with new teachers. There will need to be a valiant effort to ensure support is given and
resources are available to create a sense of stability and ease with teachers. The ILT/BT meetings will continue to grow stronger and provide more
support, so teachers can teach with confidence.