Charles D. Owen High School School Improvement Plan · Buncombe County Schools 7 . Owen HS Profile...

Buncombe County Schools 1

Charles D. Owen High School

School Improvement Plan

2016 – 2018

Buncombe County Schools

Owen HS School Improvement Plan 2016-2018


Table of Contents Statement of Assurance................................................................................................................... 3

School Improvement Team Members ............................................................................................. 4

Purpose and Direction Statements .................................................................................................. 6

Owen HS Profile Narrative ............................................................................................................. 7

School Improvement Goals........................................................................................................... 11

2016-2017 Mid-Year Progress Report .......................................................................................... 21

2016-2017 Year-End Progress Report .......................................................................................... 22

2017-2018 Mid-Year Progress Report .......................................................................................... 23

2017-2018 Year-End Progress Report .......................................................................................... 24

2016-2017 Staff Development ...................................................................................................... 25

2017-2018 Staff Development ...................................................................................................... 29

School Safety ................................................................................................................................ 30

At Risk Students ........................................................................................................................... 36

Teacher Time ................................................................................................................................ 37

School Performance Grade Data ................................................................................................... 38

EVAAS Data ................................................................................................................................. 39

Annual Measurable Objectives (AMO) Data ............................................................................... 41

Graduation Courses Pass Rate Data .............................................................................................. 42

ACT Data ...................................................................................................................................... 44

Advanced Placement Data ............................................................................................................ 44

Attendance Data ............................................................................................................................ 44

School/Parent/Community Involvement Data .............................................................................. 45

Safe Schools/Discipline Data ........................................................................................................ 48

Dropout Data ................................................................................................................................. 50

Timeline ........................................................................................................................................ 51



2017 - 2018 SIT Members

The following were members of the School Improvement Team for the 2017 – 2018 school year.

Signature indicates participation in the development of the plan, revisions, and/or progress

reports completed during their time of service.

Please print your name and sign.

Principal: _________________________ SIT Chairperson: ________________________

Signature: ________________________ Signature: ______________________________

Assistant Principal: _________________ Instructional Support: ____________________


Teacher:__________________________ Teacher Assistant: _______________________


Teacher:__________________________ Parent: ________________________________


Teacher:__________________________ Parent: ________________________________


Teacher:__________________________ Student: _______________________________


Teacher:__________________________ Member: ______________________________


Teacher:__________________________ Member: ______________________________


Teacher:__________________________ Member: ______________________________




Purpose and Direction Statements

BCS Direction (Vision) Statement Our students will become successful, responsible citizens in an ever-changing global society.

BCS Purpose (Mission) Statement To provide safe and engaging learning environments that prepare students for their tomorrow.

Owen HS Direction (Vision) Statement EXCELLENCE. Learning, individuality, character and talents are valued in our school and community.

Owen HS Purpose (Mission) Statement 1. To assure that every student graduates by providing MORE…

a. Model responsible behavior and communication.

b. Offer diverse and relevant learning opportunities.

c. Relate to the community and the world.

d. Empower students to think critically and succeed in a supportive school

environment.

Owen HS Belief Statements 1. A collaborative and respectful culture promotes a productive community.

2. Quality teaching positively impacts student learning and growth.

3. Positive relationships foster a sense of belongingness.

4. All students can learn and grow.

5. Parental involvement builds a stronger school community.



Owen HS Profile Narrative

Demographics/School Characteristics:

Our School: Charles D. Owen High School is a public school accredited via the AdvancedEd

process through affiliation with the Southern Association of Schools and Colleges as well as the

North Carolina Department of Public Instruction. Owen is a member of the 2-A Western

Highlands Conference of the North Carolina High School Athletics Association (NCHSAA) and

fields 18 different athletic teams. Approximately 800 students are enrolled in grades 9-12. We

employ 64 faculty members, with 39% of them holding advanced degrees and 37% being

National Board Certified teachers. All of our faculty are instructing within their area of

certification and have an average of 15 years of teaching experience. In the past five years, there

has been a high teacher turn-over rate (46 of 64 for 72%). There are a variety of reasons for that

turnover but regardless of the reason, a large investment is made in the newly hired teachers. As

research shows, quality teaching positively impacts student learning so we want to invest in and

retain those hired. This will be addressed in Goal #4.

Our Community: Our Community: Cradled in the Blue Ridge, the Swannanoa Valley is home

to the Owen School District. Twelve miles east of Asheville, NC, the district includes one high

school, one middle school, three elementary schools, one charter school, and one alternative high

school. Two private colleges, Warren Wilson and Montreat, also call the Swannanoa Valley

home. Students and faculty from these institutions often volunteer in our schools and support our

district. Approximately 14,000 people live in our rural community. Tourism, manufacturing, and

the service industry drive the local economy. Ingles Markets is the largest employer in the

district. Recent economic downturns have left approximately 50% of students receiving free or

reduced lunch.

Though hardship exists for many of our students, our schools offer a supportive and caring

environment where students can be successful despite obstacles. Generations of graduates make

up or community and take great pride in growing up in “The Valley.” That valley pride can be

regularly witnessed in our schools. Athletic and arts events at Owen High School often bring the

community together to celebrate our traditions and the accomplishments of our students. This



coming together to support our youth characterizes our district. Community partners regularly

contribute to our school through grants, scholarships, and volunteerism. Our welcoming and

supportive environment is what makes this community and Owen High School successful.

Graduation Requirements (minimum):

• 28 credits: 4 English, 4 Math, 3 Science, 4 Social Studies, 9 Electives, 1 Health & PE, and

4 Credit Concentrations related to student interests and post-secondary goals

• Score a minimum of “Level III” in 3 EOC assessments: Algebra I, Biology, English II

• Complete a Graduation Project: this is a service/work-based learning experience as

monitored by NC state standards. It requires significant work in the community, a 10-page

research paper, a portfolio, and a presentation given to a community/faculty panel

• Attendance: students must attend classes for 85 days of each 90-day course for a total of

170 attended days during the year

Advanced Placement (AP) courses offered:

Statistics World History English Language & Composition

Calculus AB US History English Literature & Composition

Chemistry US Gov’t & Politics Biology

Advanced Placement (AP) courses offered through North Carolina Virtual Public Schools:

Calculus BC Computer Science Environmental Science

Human Geography Music Theory Physics I: Algebra-based Psychology

Elective classes & Career Technical Education programs offered:

Agriculture, Food & Natural Resources Architecture & Construction

Arts, A/V Technology & Communications Information Technology

Science, Technology, Engineering & Mathematics Manufacturing

Health Science Hospitality & Tourism

Law, Public Safety, Corrections & Security Foreign Languages – French & Spanish

Grading Scale and Quality Points:

A: 100 – 90 = 4.0 B: 89 – 80 = 3.0 C: 79 – 70 = 2.0 D: 69 – 60 = 1.0 F: >59 = 0.0

Administrators: Counselors:

Principal: Margaret Turner 9th Grade: Allyn Adcock (504, Truancy, Credit Recovery)

Asst. Principal: Bebe Tarleton 11th Grade: Jennifer Abshire (Scholarships, SAT/PSAT)

Asst. Principal: Jim Lewis 12th Grade: James Rumbaugh (College Apps, AB Tech, NCVPS)

Asst. Principal: Gina Toomey 10th Grade: Students A-F: Ms. Abshire

Students G-O: Mr. Rumbaugh

Students P-Z: Ms. Adcock

Career Development Coordinator: Lisa Roberts

Graduation Initiative Coordinator: Sharon Fish

Social Worker 9th-12th grade: Elisa Sanchez-Tarman



Climate/School Culture The climate and school culture have improved over the last few years based on parent, teacher

and staff survey data. Distributive leadership and teacher empowerment are contributing factors

as well as increased parent involvement. On the BCS survey, 91% of parents agreed that they

feel welcome at our school. The same survey showed that 88% of parents agreed that our school

is successful in preparing students for the future. The guiding mantra of “Caring,

Communicating, and Clarifying” have led the way. 80% of faculty responded agree to a sense of

belonging at the school and 98% of staff agree they provide a nurturing environment for our

students. More data is available on page 44. Programs such as PBIS, staff wellness, and a

rejuvenated PTSO have become key principles to achieving a positive and caring learning

environment. The Department of Public Instruction awarded a Green Ribbon certification for our

PBIS program where we acknowledge students who display “I AM” attributes: Integrity,

Attitude, and Maturity. We believe that continuing to improve our school climate/culture will

lead to higher levels of student achievement. To accomplish that end, we aspire to have all

students feel that school is worthwhile. This will be addressed in Goal #3.

Advanced Ed Survey The AdvancED survey showed that 88.17% of parents and 89.29% of staff reported that our

school’s purpose statement is clearly focused on student success, and 79.29% of parents said that

our school has established goals and a plan for improving student learning. AdvancEd surveys

also show that 70.74% of our students feel that programs and services are available at our school

to help them succeed.

Teacher Working Conditions Survey The Teacher Working Condition survey showed that 100% of teachers agree that the school

maintains clear, two-way communication with the community and 96.6% feel that the school

does a good job of encouraging parent/guardian involvement.

Academic Achievement As a whole, Owen High School showed significant growth during the 2015-2016 school year. In

the school report card and accountability measure we exceeded growth with an index of 2.25.

That was up from -3.39 the previous year. The grade-level performance (GLP) composite

increased slightly from last year but it’s been somewhat flat for the past three years. The college

and career ready (CCR) composite dropped slightly for the third consecutive year. A complete

listing of our school’s academic performance can be found on page 37. While very proud of

exceeding expected growth, we recognize that we must continue to grow our students’

achievement results. This will be addressed in Goal #1.

Testing Statistics: Owen High’s mean SAT score was 1226 in 2015. Our students surpassed

both the state (1131) and district (1143) SAT means by a substantial amount. On the 2015 ACT,

our students had an average score of 18.4 up slightly from the previous year but the EVAAS

growth measure fell from -0.2 to -0.3. About 80% of our graduates report they plan to attend a

2-year or a 4-year post-secondary institution. In order to serve these students better, we would

like to focus on increasing their performance on the ACT. This will be addressed in Goal #2.



Scholarships and Post-Secondary Plans: The Class of 2016 earned close to $500,000 in

scholarships and grants, and during the past five years, our students have furthered their

education at universities around the country – University of Chicago, the University of North

Carolina Chapel Hill, New York University, Davidson, Oberlin, and Georgetown to name a few.



School Improvement Plan Goals

Goal #1

SMART Goal

SIP Goal/Objective 1-1: In order to maintain our School Grade of B, the number of students proficient (GLP) as

measured on EOCs (English II, Math I, Biology) will increase a minimum of 3% each year. (See

narrative page 9).

Math 1 English 2 Biology

2012-2013 22% 51% 56%

2013-2014 54% 64% 52%

2014-2015 43% 65% 57%

2015-2016 52% 63% 53% Table 1- EOC Baseline Data

Strategies

1. Data driven professional development will support teacher PLC teams who will identify a

subgroup for which they will increase student proficiency.

2. PLC teams will identify strategies to use in classrooms that will increase student

proficiency in the EOC content areas.

3. Teachers and curriculum coaches will collaborate to identify cross curricular connections.

4. Administrators and counselors will evaluate and adjust the master schedule to promote

growth in student proficiency.

5. Teachers and curriculum coaches will utilize goal summary reports to inform

instructional planning.

6. Teams of teachers and coaches from the high school and feeder schools will work on

vertical alignment to ensure that power standards are identified and supported by

instruction.

7. PLC teams will develop strategies to incorporate proficiency grading and outcomes based

assessment.

8. Advocate groups will utilize Habits of Mind to encourage students to take ownership for

their learning.



9. Teachers will use strategies to make their teaching public for the purpose of giving and

receiving feedback to differentiate and improve instruction. (Rounds, Peer Coaching,

Lesson Studies, and Learning Walks)

10. Teachers will consistently apply Owen’s Common Instructional Framework (CIF) to

promote student engagement along with the acquisition of literacy skills and content

knowledge.

11. The Literacy, Instruction, Technology (LIT) Team will promote tools and strategies that

improve student learning. Data driven professional development will support teachers in

acquiring, applying, and assessing strategies that improve student learning..

12. Students working below grade level (Response To Intervention (RTI) process) will

receive academic interventions.

13. The SIT parent and community committee will investigate external and internal groups

that can provide tutoring and support for remediation during SMART Lunch.

14. 9th and 10th grade teachers will participate in professional development on using Newsela

and other resources in their classrooms to improve student’s ability to comprehend

informational text.

Resources Required EVAAS data

Curriculum coaches

Goal summary reports

Making teaching public (Rounds, Peer Coaching, Lesson Studies, and Learning Walks)

Time for PLC’s to meet

Time to meet with middle school staff

Strategies through staff development

Progress Monitoring Benchmark testing 2x per semester

Progress reports at 4 ½ and 13 ½ weeks

Report cards every 9 weeks

Daily formative assessments

Periodic summative assessments

Date: Revised:



Addresses (mark all that apply) To mark a box, double click then indicate checked under default value.

NCSBE Goal BCS Strategic

Priorities

2012 AdvancED

Standards Every student in the NC

Public School System

graduates from high school

prepared for work, further

education, and citizenship.

Every student has a

personalized education.

Every student, every day

has excellent educators.

Every school district has

up-to-date financial,

business, and technology

systems to serve its

students, parents, and

educators.

Every student is healthy,

safe, and responsible.

All students will

graduate as high-achieving

and globally competitive

learners with 21st Century

Skills.

All learning

environments will be safe,

respectful, caring and

produce healthy and

responsible students.

Quality teachers,

administrators and staff

will provide an innovative

and effective educational

program for all students.

Systems will be in

place to inform, educate

and engage the community

to build support for schools

and ensure accountability.

Purpose and Direction

Governance &

Leadership

Teaching & Assessing

for Learning

Resources and Support

Systems

Using Results for

Continuous Improvement



Goal #2

SMART Goal

SIP Goal/Objective 2-1: In order to increase the number of students who are college and career ready, ACT proficiency

(defined by 17 or higher) will increase a minimum of 2% each year, reversing the negative trend.

(See narrative on page 9).

ACT Proficiency

2013-2014 60%

2014-2015 58%

2015-2016 56% Table 2- ACT Baseline Data

Strategies

1. PLC teams will identify strategies by which they will contribute to the growth in student

proficiency on the ACT (Science, Reading, Math, English).

2. Teachers and curriculum coaches will collaborate to investigate curricular connections to

the ACT.

3. Administrators and counselors will evaluate and adjust the master schedule to promote

growth in student proficiency and growth in ACT.

4. Advocate Groups will utilize Habits of Mind to encourage students to take ownership for

their learning.

5. The principal will set time aside at the Teaching and Learning meetings for sharing ACT

prep strategies for classroom use.

6. Investigate external and internal groups that can provide tutoring and support for ACT

preparation during SMART Lunch.

7. Teachers will consistently apply Owen’s Common Instructional Framework (CIF) to

promote student engagement along with the acquisition of literacy skills and content

knowledge to grow ACT knowledge.

8. The Literacy, Instruction, Technology (LIT) Team will promote tools and strategies that

improve student learning related to the ACT.



9. Students working below grade level (Response To Intervention (RTI) process) will

receive academic interventions.

10. Special Education staff will offer Reading Foundations classes for students with

disabilities.

11. Teachers will participate in professional development on unpacking the ACT and will

determine curriculum connections.

12. Teachers will participate in professional development to analyze data and develop

strategies to improve student performance on the ACT.

13. 9th and 10th grade teachers will participate in professional development on using Newsela

and other resources in their classrooms to improve student’s ability to comprehend

informational text, an essential ACT skill.

14. School Counselors will post ACT prep information and practice questions on the

lunchroom tvs.

15. The counseling department will conduct classroom lessons for students on understanding

their Pre-ACT results and how to improve their performance on the ACT.

Resources Required Time for PLCs to meet

Administrative leadership

Teacher leadership

ACT prep materials

Literacy coach

Professional development sessions

Reading foundations curriculum material

Progress Monitoring Analysis of Pre-ACT and ACT results

Meeting agendas

Professional development plan

PLC agendas

Volunteer logs

Date: Revised:



Addresses (mark all that apply)


Priorities

2012 AdvancED






Every student has a









educators.



All students will




Skills.

All learning



produce healthy and


Quality teachers,





Systems will be in






Governance &

Leadership


for Learning


Systems

Using Results for




Goal #3

SMART Goal

SIP Goal/Objective 3-1: In order to improve school climate/culture the number of students who agree that “school is

worthwhile” (Q.19) on the BCS student survey will increase by a minimum of 3% per year. (See

narrative on page 9).

Grade Level 2012 2013 2014 2015 2016

12 68% 66% 60% 71% 69%

11 N/A N/A 63% 68% 72%

10 N/A N/A 56% 64% 67%

9 N/A N/A 69% 68% 67% Table 3- Q. 19 Student Survey Responses

Strategies 1. Student survey results for closely related questions will be analyzed to monitor our progress:

6. I have fun learning at school.

7. My teachers treat me with respect and care about me.

15. I know where to go for academic help.

16. I know who to ask if I have a problem.

19. I feel school is worthwhile.

21. I feel I have friends at school.

29. While in school or on the bus, I have an adult to whom I can report any crime or

violent incident that occurs. Table 4- Student Survey Response Data

2. OHS will begin a new structure to support all students called Advocate groups. Those

Advocate groups will build positive relationships and strengthen school connections between

adults and students.

3. Teachers will utilize the strategies bulleted below to engage students in their high school

experience, connect their high school experience to real world goals, increase ownership of the

learning experience, and help empower students as clients of the educational system:

Guest speakers

PBIS

Advocate Groups

Outward Bound

Student Empowerment Commission

Clubs

Block Party



Inquiry Lessons

Community Service

Post High School Planning

Internships

CTE Career Planning

Focus groups

Counseling Presentations/Classroom Lessons

College Career Week, Community Service Week, Club Fair Presentations

Differentiated and engaging teaching strategies employed

Resources Required BCS annual survey

Progress Monitoring Periodic quick checks during Advocate group time

Date: Revised:



Priorities

2012 AdvancED






Every student has a









educators.



All students will




Skills.

All learning



produce healthy and


Quality teachers,





Systems will be in






Governance &

Leadership


for Learning


Systems

Using Results for




Goal #4

SMART Goal

SIP Goal/Objective 4-1: In order to provide a more consistent and successful learning experience for our students, teacher

retention (excluding retirees) at Owen High School will be 95% or higher. (See narrative on page

7).

Retiring Teachers Separating Teachers Total Leaving

Retiring Retaining Separating Retention Leaving Retention

2011-2012 6/64 = 9% 58/64 =91% 2/64 for 3% 62/64 =97% 8/64 for 13% 56/64 = 87%

2012-2013 6/64 = 9% 58/64 =91% 5/64 for 8% 59/64 = 92% 11/64 for 17% 53/64 = 83%

2013-2014 3/64 = 5% 61/64 = 95% 5/64 for 8% 59/64 = 92% 8/64 for 13% 56/64 = 87%

2014-2015 3/64 = 5% 61/64 = 95% 11/64 for 22%

53/64 = 78% 14/64 for 22% 50/64 = 78%

2015-2016 1/64 = 2% 63/34 = 98% 4/64 for 6% 60/64 =94% 5/64 for 8% 59/64 = 92%

Total over 5 years

19/64 = 30% 45/64 = 70% 27/64 = 42% 37/64 = 58% 46/64 = 72% 18/64 = 28%

Table 4- Teacher Baseline Data

Strategies

1. To support teacher morale and wellness the following will be provided

a. Access to the workout room

b. Social Events

c. Common lunch among department members

d. Teachers self-select subcommittees and committees in which to participate

e. EAP (Employee Assistance Program)

f. Cheer fund

2. To support the professional development of teachers the following will be provided

a. New Teacher Support Initiative

b. Data driven professional development

c. Peer support through public teaching and PLC work

d. Class load and teacher prep evaluation/monitoring

e. Excellent leadership by happy administrators

Resources Required Cheer fund money

Principal incentive money to fund teacher morale and wellness activities

Identify common location to store a shared key for workout room

Efficient SIT structure and organization



Progress Monitoring BCS annual survey

Periodic quick checks during Teaching and Learning meetings

Date: Revised:



Priorities

2012 AdvancED






Every student has a









educators.



All students will




Skills.

All learning



produce healthy and


Quality teachers,





Systems will be in






Governance &

Leadership


for Learning


Systems

Using Results for




2016 – 2017 Mid-Year Progress Report

Goal #1 Progress report due February 17, 2017






2016 – 2017 Year End Progress Report

How did your school’s Vision, Mission and Belief Statements guide your

actions throughout the school year?

Year End Progress Report due September 29, 2017

Goal #1 Major Accomplishments due September 29, 2017






2017 – 2018 Mid-Year Progress Report







2017 – 2018 Year End Progress Report

How did your school’s Vision, Mission and Belief Statements guide your

actions throughout the school year?






2016 – 2017 Staff Development

Date

2016/17

Purpose/Goal Description of Activity Leaders Resources

Needed

Oct 10

8:00 -

11:00

Morning: To

provide

differentiated

professional

development for

PLC teams and

singleton teachers,

enabling each to

move further on

the PLC

continuum.

Morning: To Support our SIP Goals 1 & 2 we will

utilize data from PLC team assessments and goal

setting conducted in our building to provide

differentiated professional development sessions in

order to increase teacher capacity and move

teachers and teacher teams forward on the PLC

Continuum.

Session 1: Whole faculty - Evaluating Effective

Learning Targets

Session 2: Breakout sessions

PLC teams and “singleton” teachers have selected

the session that best meets their needs. Sessions will

be facilitated by administrators and teacher leaders

with expertise in each area and with input from

county curriculum coaches.

A. Writing SMART Learning Targets

B. Determining Proficiency and Creating

Formative Assessments

C. Collecting and Analyzing Data to Inform

Instruction

D. Skyping for Collaboration

Bebe Tarleton

PLC Leadership

Team

PLC

Leadership

Team

planning

time. Goal

setting data

(collected by

faculty).

Access to

curriculum

coach input

and teacher

leaders in

the school.

Technology

support.



12:30 -

3:30

Afternoon:To

provide

differentiated

professional

development for

teachers utilizing

BEST resources to

prepare for the 1:1

environment of

student learning.

Session 3: Why PLC? Wrap up session presented by

Dr. Jess Weiler

Afternoon: To support our SIP Goals 1, 2, & 3 and

meet the county requirement for 1:1 training,

teachers will select the sessions that best meet their

needs for using technology in their classrooms to

promote student learning in a digital environment.

The differentiated sessions provided will include:

● Canvas for the beginner to

intermediate user

● Canvas for the intermediate to

advanced user

● Website Design

● SmartBoard for the beginner to

intermediate user

● SmartBoard for the intermediate to

advanced user

● Microsoft One Note and Notebook

● Building Newsela lessons in English

● Building Newsela lessons in Social

Studies

Jim Lewis

Samantha

Gallman

Lit/Tech

Committee



● Building Newsela lessons in Science

● Tech Tools

Fall

T&L

Meeting

3:15 -

4:15

To provide all

faculty with ACT

Prep Strategies that

can be used in their

classrooms to

improve student

performance on the

ACT.

To support our SIP Goal 3, administrators,

counselors, and faculty members will present

research-based strategies to improve ACT scores

that can be easily incorporated into teachers’

classroom practice.

Gina Toomey

Jennifer Abshire

Curriculum

Committee

Dec 9

PLC

Early

Release

Follow-

up

To provide

ongoing

instruction,

support, and

dedicated work

time for teachers

and teacher teams

to achieve their

goal to move

forward one step

on the PLC

continuum.

To support our SIP Goals 1&2, singleton teachers

and teacher teams will meet to continue the work

begun on October 10th. Needed support for ongoing

work will be assessed through a staff survey and

will be provided by Administrators, PLC

Leadership Team Members, Teacher Experts and

County Curriculum Coaches when available.

Bebe Tarleton

PLC Leadership

Team

PLC

Leadership

Team

planning

time. Goal

progress

data

(collected by

faculty).

Access to

curriculum

coach input

and teacher

leaders in

the school.

Technology

support.



Spring

T&L

Meeting

To provide direct

instruction and

support on

unpacking the

ACT to determine

curricular

connections and

develop strategies

to improve student

performance on the

ACT.

To support our SIP Goal #3, administrators,

counselors, and faculty members will provide

support to faculty members on unpacking the ACT

to determine curricular connections. Strategies to

connect ACT content to teachers’ current content

and processes to incorporate additional practice into

classroom instruction will be discussed.

Gina Toomey

Jennifer Abshire

Curriculum

Committee

Mar 9

PLC

Early

Release

Follow-

up

To provide

ongoing

instruction,

support, and

dedicated work

time for teachers

and teacher teams

to achieve their

goal to move

forward one step

on the PLC

Continuum.

To support our SIP Goals 1&2, singleton teachers

and teacher teams will meet to continue the work

begun on October 10th and continued on December

9th.. Needed support for ongoing work will be

assessed through a staff survey and will be provided

by Administrators, PLC Leadership Team

Members, Teacher Experts and County Curriculum

Coaches when available.

Bebe Tarleton

PLC Leadership

Team

PLC

Leadership

Team

planning

time. Goal

progress

data

(collected by

faculty).

Access to

curriculum

coach input

and teacher

leaders in

the school.

Technology

support.


2017 – 2018 Staff Development

Activity #1: To Be Determined

Description:

SIP Goal Supported:

Target Audience:

Person Responsible:

Funding Source:

Date(s)/Time:

Final Completion:

Activity #2: To Be Determined

Description:

SIP Goal Supported:

Target Audience:

Person Responsible:

Funding Source:

Date(s)/Time:

Final Completion:



School Safety

Discipline

Issues C.D. Owen High School, including teachers, administrators, counselors, social worker and

support staff, share a vision with our students and community that focuses on a safe, caring

environment for learning and growing daily. As we address tardiness, drug/alcohol infractions

and fighting on school property using a school-wide lens, we have modeled readiness to learn at

the start of each block. Readiness to learn allows our students to seek knowledge and participate

in behavior changes that yield personal and academic growth. As students arrive to class

promptly in a mindset that allows them to focus on learning targets they become part of the

learning community within the classroom. Positive reinforcement for these expectations, through

our PBIS program, encourages students to value the importance of their education

ultimately leading to high school graduation.

Corrective Actions As a school community, we have chosen to focus our efforts on promoting a positive experience

for students while at school. Progress will be based on students reporting that school is

worthwhile on the annual BCS student survey. We have developed teacher selected Advocate

groups to further our student's emotional, social and academic growth. The Advocate groups will

allow students and staff to share and discuss issues in a small group setting that impact learning

and functioning in a school community. The groups provide a caring platform where we can

continue to improve communication, clarification and consistency within our building. The goal

is to increase student voice while improving relationships between students and staff. Students

leave high school with a diploma feeling that their high school experience was valuable and

relevant. Our school also has developed and implemented a PBIS program that is now in it’s fifth

year. The first two years we engaged in the planning process, the second two years were focused

on refining tier one reinforcement process. Moving forward the committee will develop lesson

plans teaching targeted behaviors to continue to improve the feeling of respect in the building.

PBIS The mission of PBIS is to provide a safe, engaging learning environment for all students and

staff at Charles D. Owen High that enhances students’ Integrity, Attitude, and Maturity

through high and consistent expectations of behavior allowing for the highest academic

learning opportunities. The three major components of PBIS include teaching appropriate

behavior in all settings; recognition when behaviors are met; and interventions when behavior

expectations are not met. An acknowledgement system at OHS is in place that parallels the

PBIS initiative. There are three areas from which referrals can be initiated from staff at Owen

HS: Integrity, Attitude, & Maturity (I AM)



Figure 1-OHS PBIS Matrix

ACKNOWLEDGEMENT SYSTEM

Weekly Acknowledgements

1. Teachers will give positive referrals to students exhibiting the character traits of Integrity,

Attitude and/or Maturity. The referral will detail the positive behavior demonstrated.

2. The teacher gives the student the positive referral documentation.

3. The student is responsible for putting the referral in the school store window slot adjacent

to Room 216 or in the painted locker near the Media Center entrance.

4. Each Friday afternoon, several names will be randomly chosen from the referral box, and

those selected will choose from designated prizes. Names will be announced Friday

afternoon, and students will report to the office to pick up their prize.

Nine-Week Acknowledgements

1. Each nine weeks prizes (i.e. free parking spot, athletic pass, etc.) or social events will be

planned.

2. All students that received a positive referral during those nine weeks will be eligible to

win a larger prize. The same selection process above will be used.

Teacher Acknowledgements

Teachers and other staff (bus drivers, cafeteria workers, etc.) who gave referrals to students

will also be randomly selected to receive a reward (gift cards, parking spots) etc.



The PBIS system is directly tied to discipline through three categories: minors, midders,

and majors. Because Tier 1 of the PBIS model is focused on classroom management and

strategies, there is an outlined process for the way teachers and administrators handle

discipline situations.


Safety Considerations

Facility Related Safety- Every classroom teacher has a 3-ring safety notebook that

includes general information, class rosters, evacuation information, and specific safe-

school procedures.

1. A teacher’s primary responsibility is for the safety and accountability of their

students. A teacher should know where each assigned student is at all times, or know

when a student is absent from class.

2. Teachers should wear their identification badges at all times while on school

property. Ensure that all visitors check in with the front office and have their visitors

badge on them. Anyone in the school without BCS badge or a visitors badge should be

stopped and escorted to the front office for badging.

3. Teachers should be alert and aware of their surroundings. Any unsafe or

potentially unsafe situations should be brought to the immediate attention of a school

administrator for resolution. This includes any situation from the school driveways,

parking lots, hallways, common areas and classrooms.

4. Automatic Electronic Defibrillator (AED) and First Aid kits are available in the

Administrative office and the PE department.

Incident Response

The incident response plan for Owen High School is very detailed and specific for all

faculty and staff in the School Safety plan. We have direct procedures for fire, tornado,

bomb threats, active shooter, school evacuations, and lockdowns. All faculty have a blue

safety bag which contains all protocols and procedures for any incident or emergency that

may occur. Monthly drills are continuous. Training is conducted to ensure all staff

knows what to do in the event of an emergency.

Owen has worked diligently for the past six years on our safe school procedures. The

safe school team is chaired by Colonel Rick McConoughey and is comprised of members

from the following groups: teachers, staff, administration, and law enforcement. Our

students, faculty, and school families share their feelings about school safety every year

on the BCS survey.



BCS Teacher Survey Questions 2011 2012 2013 2014 2015 2016

6. I feel that I work in a safe environment. 88% 92% 88% 94% 84% 89%

7. I feel knowledgeable of the content &

procedures in our safe schools plan.

96% 86% 91% 97% 94% 94%

8. I feel competent of my ability to

respond to an emergency evacuation or

school lockdown procedures.

96% 91% 95% 96% 94% 92%

BCS Parent Survey Question 2011 2012 2013 2014 2015 2016

4. My child feels safe at school. 76% 84% 88% 87% 85% 92%

16. The school provides a safe, orderly,

healthy environment.1 65% 72% 87% 88% 84% 88%

BCS 12th Grade Survey Question 2011 2012 2013 2014 2015 2016

5. When I am at school, I feel safe. 93% 76% 87% 65% 73% 77%

1 During the fall of 2014, OHS has a week where we dealt with a bomb and/or shooting threat. This was a

significant event that involved local, state, and federal law enforcement agencies. Clearly it affected the student

perceptions.



OWEN HS SAFE SCHOOL ACTION PLAN

Goal 1: Maintain the number of students involved in fights/assaults SY2015/16 (0 –

zero) for SY2016-17.

o Objective 1: Communicate the idea that fights/assaults will not be tolerated at

OHS.

o Objective 2: Communicate clear consequences including OCC and arrests when

fights or assaults occur.

o Objective 3: Build parental buy-in through school messenger and communicating

expectations during orientations, open house and parent meetings.

o Objective 4: Offer large school wide PBIS incentive at the end of the year

“Block-style” party with live music, food trucks, games and activities if goal is

met.

Goal 2: Modify all classroom and other fire escape maps so that they are properly

oriented.

o Objective 1: Safe Schools Chair will edit maps accordingly.

Goal 3: Create and implement new Advocate groups so each student has a one-to-one

relationship with a teacher or staff person in the building.

o Objective 1: Assign each student an adult advocate.

o Objective 2: Establish a schedule where Advocate groups meet at least twice per

month.

o Objective 3: Write lesson plans for each Advocate to use during group sessions

for consistency across the building.

Goal 4: Improve safe school practices by restricting access up the campus’ main drive.

o Objective 1: Work with the county leadership to purchase and install new guard

shack access gates.

o Objective 2: Add new driveway design to include a traffic calming circle.

o Objective 3: Train guard to help our guests feel welcome while using the more

restrictive access.



At Risk Students Our TIPS (tiered intervention prevention systems) team of counselors, social worker,

administration, along with consultation with our school nurse, meets every week to discuss at

risk students. These students are identified through having behaviors such as high attendance,

low grades or poor school engagement, and/or problematic behavior concerns. We put supports

in place utilizing both school and community resources. We track these supports throughout the

year. We also monitor all student’s attendance through cumulative attendance print outs. This

allows us to hone in on any students who have missed more the allowed days in order to help

meet their specific needs and prevent future absences.

We also have a team of school based therapists that we refer students who could benefit from

school based counseling services. This a great resource to our families because parents/guardians

do not have to provide transportation to counseling sessions after school. We have recently been

invited by Buncombe County Schools to participate in a pilot initiative call Interconnected

Systems Framework (ISF). ISF is a model that integrates school-based mental health service

providers with school programs such as PBIS and Response To Intervention (RTI).

The following instructional practices have been identified as effective in improving the academic

performance of students identified as at risk of academic failure or at risk of dropping out of

school:

Increased number of Inclusion classes for core academic subjects

Academic support classes for selected students

Occupational Course of Study (OCS) for identified students

Multiple class offerings to appeal to students with a variety of interests

Common Instructional Framework (CIF) use in all classes

Differentiated teaching strategies and activities to address different learning styles/needs

SMART Lunch intervention

SMART Lunch enrichment opportunities

Professional Learning Communities (PLC)

Use of Learning Targets to clarify learning expectations

Focus on formative assessments to track student progress and provide support

Move to standards based grading in Math and Science classes

Data collection and analysis to identify students who need intervention or enrichment

opportunities



Teacher Time

Duty Free Lunch

1. Plan for Duty-Free Lunch (to the extent possible): Charles D. Owen High School

implemented a SMART Lunch schedule during SY13-14. There is a one hour SMART period

each day. During that daily SMART period, each teacher has 30 minutes of duty free lunch.

Here is a typical schedule for a teacher, actual schedules vary:

Monday: ½ hour duty; ½ hour lunch

Tuesday: ½ hour lunch, ½ hour PLC

Wednesday: ½ hour club or enrichment, ½ hour lunch

Thursday: ½ hour lunch, ½ hour tutoring

Friday: ½ hour lunch, ½ hour duty.

Duty-Free Instructional Planning

All teachers have 90 minutes of duty free planning time daily, which leaves three instructional

teaching periods. Meetings with parents, teachers and other specialists occur on an as needed

basis.

Efficient Reporting

In effort to reduce report redundancy and to provide a more efficient process of collecting

necessary information, numerous strategies have been implemented for the 2016-2017 school

year. These strategies include use of Google/Shared Documents, Educator Handbook for

discipline issues, and PowerSchool for attendance verification. Administration was able to

reduce the end of year check out list by four items.



School Performance Grade Data Performance Standards 2013 – 14 2014 - 15 2015 – 16 2016 – 17 2017 – 18

Performance Composite

(% CCR) 45.6 43.5 43.1

Performance Composite

(% GLP) 56.3 54.9 55.7

The ACT

(% met UNC minimum) 59.8 57.7 56.3

ACT WorkKeys

(% at or above silver) 68.5 74.7 80.9

Math Course Rigor

(% competing Math 3) >95 >95 >95

4-Year Cohort

Graduation Rate

88

90 87.

5-Year Cohort

Graduation Rate 86 88 90

Graduation Project

(Y/N) Yes Yes Yes

Growth Status Met Not met EXCEEDED!

Growth Index -0.51 -3.39 +2.25

Source: Ready Report- RDYSTAT – Ready Overview, will need previous years.

2015 – 2016 Performance Composite GLP ALL FEM MALE AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

All EOC 43.1 4.04 45.3 * * 22.6 30.8 34.3 47.0 31.8 <5 11.5 91.2

Math I # 225 104 121 * * 12 29 14 169 139 11 38 35

Math % 40.0 37.5 42.1 * * 25 24.1 35.7 43.8 31.7 <5 13.2 85.7

Biology # 199 85 114 * * 10 25 11 152 107 <10 30 29

Biology % 44.2 35.3 60.9 * * <5 44.0 36.4 48.0 34.6 * 13.3 89.7

English II # 195 86 109 * * * 24 10 151 113 * 28 27

English II % 45.6 48.8 43.1 * * * 25.0 30.0 49.7 29.2 * 7.1 >95

2016 – 2017 Performance Composite GLP ALL FEM MALE AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

All EOC

Math I #

Math %

Biology #

Biology %

English II #

English II %

Source: Ready Report- RDYSUM – Ready Drilldown



EVAAS Data

School Data Test/Subjects 2013 – 14 2014 – 15 2015 – 16 2016 – 17 2017 – 18

Measure Level Measure Level Measure Level Measure Level Measure Level

Math I -0.30 Met -1.90 Not

Met 1.30 Met

Biology -0.50 Met -0.70 Met 0.10 Met

English II 0.40 Met 0.20 Met 0.20 Met

ACT Composite 0.00 Met -0.20 Met -0.30 Met

Index Level Index Level Index Level Index Level Index Level

School

Accountability

Growth

-0.51 Met -3.39 Not

Met 2.25 Met

Educator

Effectiveness

Growth

5.90 Exceeds

Growth 13.00 Exceeds

Growth

Source: EVAAS: School Value Added, School Accountability Growth, Educator Effectiveness



Teacher Performance Composite Year # Exceeded % Exceeded # Met % Met # Not Met % Not Met

2013 – 14 NA 24% NA 64% NA 12%

2014 – 15 9 of 36 25% 24 of 6 67% 3 of 36 8%

2015 – 16 15 of 40 38% 23 of 40 57% 2 of 40 5%

2016 – 17

2017 – 18

Source: EVAAS: Teacher Effectiveness Reports, School Teacher Summary, Evaluation

Composite

24%

64%

12%

2013-2014

Exceeded Met Not Met

25%

67%

8%

2014-2015


38%

57%

5%

2015-2016




Annual Measurable Objectives (AMO) Data

Overall

2013 – 14 2014-15 2015-16 2016-17 2017-18

Total AMO Targets 42 44 24

AMO Targets Met 50 54 24

Percentage of AMOs Met 84% 82% 100%

Source: Ready Report- AMOSTAT – Target Overview, will need previous years

2015 - 2016 Reading Grade 10 All AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Part Den 179 <10 <10 <10 25 <10 137 96 <10 26 26

Part % >95 * * * * * >95 >95 * * *

Part Status Met Insuf Insuf Insuf Insuf Insuf Met Met Insuf Insuf Insuf

2015 - 2016 Math Grade 10 All AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Part Den 179 <10 <10 <10 25 <10 137 96 <10 26 26

Part % >95 * * * * * >95 >95 * * *

Part Status Met Insuf Insuf Insuf Insuf Insuf Met Met Insuf Insuf Insuf

2015 - 2016 Science Grade 11 All AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Part Den 195 <10 <10 <10 22 12 156 82 <10 20 34

Part % >95 * * * * * >95 >95 * * >95

Part Status Met Insuf Insuf Insuf Insuf Insuf Met Met Insuf Insuf Met

2016 - 2017 Reading Grade 10 All AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Part Den

Part %

Part Status

2016 - 2017 Math Grade 10 All AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Part Den

Part %

Part Status

2016 - 2017 Science Grade 11 All AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Part Den

Part %

Part Status



Graduation Courses Pass Rate Data

2015 – 2016 Data

Course Membership

Number

Failures

Number

Attendance

Failures

(FF)

Percent

Passing

English I 217 30 13 86%

English II 189 20 14 89%

English III 235 9 3 95%

English IV 141 0 0 100%

Math I 103 31 6 70%

Math II 107 17 7 84%

Math III 178 18 7 90%

Earth and Environmental 210 30 15 86%

Biology 195 22 14 89%

World History 194 18 12 91%

American History I 171 13 10 92%

American History II 166 7 4 96%

Civics and Economics 155 7 3 95%

Health/PE (required) 213 17 14 92%

2016 – 2017 Data

Course Membership

Number

Failures

Number

Attendance

Failures

(FF)

Percent

Passing

English I

English II

English III

English IV

Math I

Math II

Math III

Earth and Environmental

Biology

World History

American History I

American History II

Civics and Economics

Health/PE (required)

Source: Data Manager, must pull data before EOY process.

Percent passed does not include failures or attendance failures.



CHARLES D. OWEN HIGH SCHOOL

Course Pass Rates

Course Name SY 2012-13 (7-point Scale)

SY 2013-14 (7-point

Scale)

SY 2014-15 (10-point

Scale)

SY 2015-16 (10-point Scale)

% Passed % Passed % Passed % Passed

English I 90 93 97 86 English II 97 94 97 89 English III 96 94 97 95 English IV 99 99 99 100 Integrated Math I/Algebra I 85 82 84 70 Integrated Math II/Geometry 86 76 91 84 Integrated Math III/Algebra II 95 88 96 90 Earth & Environmental Science 87 90 95 86 Biology 93 90 97 89 Physical Science 95 98 not available not available

Chemistry 100 94 not available not available

World History 96 92 98 91 U.S. History 99 not offered not offered not offered

American History I not offered 90 91 92 American History II not offered not offered 99 96 Civics and Economics 92 93 95 95 Health/PE (required) 94 91 99 92



ACT Data Year Composite English Math Reading Science Writing

2013 – 14 18.5 17.2 18.3 19.3 18.4 NA

2014 – 15 18.1 17.1 17.9 19.1 17.9 NA

2015 – 16 18.3 16.9 18.3 19.2 18.4 84.2

2016 – 17

2017 – 18

Source: Ready Report- RDYSUM – Ready Drilldown, The ACT

Advanced Placement Data

Year Grades

Reported Candidates % Scores >=3

2013 – 14 274 152 58%

2014 – 15 256 140 67%

2015 – 16 224 127 61%

2016 – 17

2017 – 18

Source: Testing Office (handout)

Attendance Data (10th month year to data attendance percentage)

School Year Attendance Rate

2013 – 2014 95.21%

2014 – 2015 94.85%

2015 – 2016 94.59%

2016 – 2017

2017 – 2018

Source: Tim Christopher (Month 9 Summary)



School/Parent/Community Involvement Data

Volunteers

Year Total Volunteer

Hours

Number of

Volunteer

Mentors

Number of Staff

Mentors

Number of

Students Served

by a Mentor

2013 – 2014 NA NA NA NA

2014 – 2015 NA NA NA NA

2015 – 2016 The Identi-Kid machine that has been used in the past to collect this information was removed this past

summer. Therefore, this data is unavailable. Data collection began in August 2016 through the new

LobbyGuard system installed in the front office.

2016 – 2017

2017 – 2018

Source: School

Our school’s belief statements include: parental involvement builds a stronger school

community. Our mission statement includes helping students relate to the community and the

world. These are not just statements. We truly understand that student success is due in part to

parent and community involvement. With this knowledge we strive to be inclusive in the

education process. Plus, we make efforts not only to bring the community into our school but

also to get our students out into the community.

Parent involvement is shown in a myriad of ways in the school, on the fields and in the

community. Because it is so wide spread over the days and nights and at a variety of activities

and events, we cannot accurately collect numbers of volunteers or the number of hours

volunteered. However, we can indicate an upward trend in parent engagement though our annual

parent survey. In 2011, only 45 parents took the survey and only 52% of them felt encouraged to

participate in their child's school. In contrast, 135 parents responded in 2016 of which 83% felt

encouraged to participate in their child's school. We attribute this spike in numbers to several

factors including yearly events, such as graduation project and end of course testing.

Additionally, we have an active PTSO that organizes fundraisers for the school, assists with

Open House and provides continuous support to our teachers and staff such as teacher

appreciation breakfasts. Some parents are members of our School Improvement Team (SIT) or

SIT subcommittees. We have numerous parents who volunteer their time with Band Boosters

and Athletic Boosters. We are committed to continuing the upward trend in parent engagement.

We believe in it.

Just as parents are engaged with our school, the community is also. We have community

members volunteer with clubs, assist in our front office, write articles about our school, lead

special events or donate time/goods towards our PBIS initiatives. Having these community

members in our school helps connect us to the Swannanoa Valley. Owen has a long history

serving our community and our community has a long history serving our school. Our former

mayor is the play-by-play announcer in the press box for Friday night football games. The best

part about community engagement is that we do not just have community coming to us but we

also send our students out into the community. Field trips have enhanced and deepened our

community presence and connection. All of our seniors are out in our community with their



graduation project mentors. Students grow by volunteering and conducting service learning.

Students are invited and recognized by community organizations such as Rotary and Lions clubs.

Our local Kiwanis club donated thousands of dollars in scholarships from profits in their local

thrift store. We also have a significant partnership with Outward Bound that includes instructors

conducting a day-long orientation for all 9th grade students. Plus, a group of ten students gets to

participate in a 5-day Outward Bound experience in the Linville Gorge wilderness area. These

are just a few examples of how our community engages with our school and how our students

learn in our community. Owen High School and the Swannanoa Valley are interdependent to

our students’ benefit.



Parent Survey Data 2016 Number of responses: Percent of respondents who:

Statement Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

7. My child is treated fairly by

teachers. 88% 6% 6%

10. I feel welcome at my child’s

school. 91% 8% 2%

13. I am kept informed of my

child’s progress. 82% 15% 3%

14. I am encouraged to participate

in my child’s school. 83% 14% 2%

16. The school provides a safe,

orderly, and healthy environment. 88% 7% 5%

24. The school is successful in

preparing children for the future. 88% 9% 4%

Source: Communications Department, Stacia Harris (handout)



Safe Schools / Discipline Data

Offenses (can be multiple) Offense

(Incident Codes) 2013-2014 2014-2015 2015-2016 2016- 2017 2017-2018

Disruptive Behavior

(42)

116 138 147

Insubordination

(33)

93 60 253* (Reporting process

changed)

Cutting Class

(74)

35 32 36

Disrespect of Faculty/Staff

(61)

12 22 35

Aggressive Behavior

(27)

31 17 25

Inappropriate Language/disrespect

(32)

107 56 83

Excessive Tardiness

(64)

125 210 2* (Reporting process

changed)

Cell phone use

(60)

171 141 200

Bus misbehavior

(37)

18 17 8

Fighting

(24)

12 6 0

Assault

(01,02,03,44,45,71,72)

18 14 3

Bullying

(52,94)

0 0 0

Tobacco

(41,70)

20 28 18

Legally Reportable Acts (Total)

*Added “report to law enforcement” to actions

below

23 14 9

Possession/Use of Alcohol

(20,48,95)

0 1 0

Possession/Use of Drugs

(05,06,07,17,49,50,86,87,96)

15 5 9

Possession Weapons

(08,09)

4 6 4



Discipline Actions (number NOT days)

Locations 2013 – 2014 2014 – 2015 2015 – 2016 2016 - 2017 2017 – 2018

Classroom 734 689 745

Hallway 44 31 45

Cafeteria 19 16 13

Gym 3 8 1

Restroom 19 8 1

School

Grounds 25 10 2

Parking Lot 7 6 8

School Bus 25 25 8

Media Center 0 7 1

Stairs 3 2 5 Source: PowerSchool, System Reports, Custom Reports, Incident Management Reports, Count by Code.

Legally Reportable Acts (bottom 4 offenses) PowerSchool, System Reports, State Reports, (review)

Discipline Reports, Reportable Crimes Summary View (handout).

Discipline Action

(Action Code) 2013 – 2014 2014 – 2015 2015 –

2016

2016 – 2017 2017 – 2018

Total 1119 929 898

OSS > 10

(004)

2 0 1

OSS <= 10

(003)

231 123 80

BCATS

? (219 days) 11 (for 52 days) 4 (for 35 days)

ISS full day

(002)

171 118 96

ISS partial day

(115)

164 107 138

After school detention

(021)

97 71 49

Lunch detention

(024)

73 130 241

Admin Conf w/ student

(031)

171 191 206

Admin Conf w/ parent

(030)

113 113 53

Bus Suspension

(022)

8 9 5

Report to Law Enforcement

(012)

66 52 17



Dropout Data

Dropouts

School Year # of Students % Based on ADM

2013 – 2014 19 of 804 2.36%

2014 – 2015 13 of 784 1.65%

2015 – 2016 13 of 782 1.66%

2016 – 2017

2017 – 2018

Source: Graduation Initiative (handout).

Cohort Graduation Rate Type 2013 – 14 2014 – 15 2015 – 16 2016 – 17 2017 – 2018

4 Year CGR 88% 90% 87%

5 Year CGR 86% 88% 90%

Source: Ready Report, RDYSTAT – Ready Overview, will need previous years.



Timeline

School Improvement Plan Due ......................October 14, 2016

Mid-Year Progress Report .............................February 17, 2017

Year-End Progress Report .............................September 29, 2017

Revisions for 2017-2018 ................................November 17, 2017

o Includes updates of all data

Mid-Year Progress Report .............................February 16, 2018

Year-End Progress Report .............................September 15, 2018

Charles D. Owen High School School Improvement Plan · Buncombe County Schools 7 . Owen HS Profile...

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