Schoolwide Plan

Plan Type:	Schoolwide	Print Plan
School:	WP Davidson High School
Current Status:	Superintendent Approved
Instruction Text:	The application has been reviewed and approved by the Superintendent. If your application requires updates click on the "Revision Started" link below.

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VIII

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

Strengths:  Discipline Statistics Report from INow – Suspensions for 11th and 12th grade (452 combined) are less than suspension for 10th (451) or 9th grades (594). Suspensions increased slightly over the previous year. W.P. Davidson High School offered Twilight School to students on long-term suspension.  22 students completed 38 courses for credit during the 2011/2012 school year.

Weaknesses:

Discipline Statistics Report from INow – The 92% of all suspensions recorded are attributed to black students despite the fact that only 63.9% of the student population is black.

School Demographic Information related to drop-out information and graduation rate data.

Strengths:

Davidson High School made AYP

Weaknesses:

Davidson High School made AYP based on the new "cohort" calculation. Under this method, the 2009/2010 graduation rate was restated to 43%. The graduation rate for 2010/2011 was 55%, so AYP was made based on "improvement".

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths:

Strengths: The school has experienced a turnover of about 5-6% in each of the past two years, almost exclusively due to retirements. In the current year, all faculty members who are new to the school have previous teaching experience (no first year teachers) at other schools. Excluding extended medical/maternity leaves, the majority of faculty absences are professional development-related.

Weaknesses:

Several teachers over the past year have had extended absences due to medical or maternity leaves.    Monday and Friday absences total more than 40% of all teacher absences.

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).

Strengths:

ADA/ADM report from INow – Cumulative ADA for grades 10, 11, and 12 are 92.15%, 94.15%, and 92.44% respectively.  Attendance for white and Asian students exceeded 94% (94.9 and 95.0% respectively). Tardies to school were reduced by almost 39% this year (4,033 versus 6,597 in 2010/2011). Average tardies per student dropped from 4.6 to 2.7 in the current year.

Weaknesses:

ADA/ADM report from INow – Cumulative ADA for 9th grade is 88.82%.  Attendance for black students is 89.6%.  Students accumulated 4,033 tardies to school during the school year, an average of 2.7 tardies per student.  Female students (50.5% of the student population) accumulated 52.12% of the total tardies (2,102 versus 1,931 for male students).

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths:

In our own parent surveys, the perception results show we have a first rate college preparatory program.

Weaknesses:

Our own parent surveys show that we are lacking in the lower level technical preparation for students who are not college bound.

School Perception Information related to student PRIDE data.

Strengths:

A majority (over 70%) of students report that they feel safe in classrooms and at supervised school events.

Weaknesses:

40% of students report never or seldom feeling safe in less supervised areas of school campus (halls, bathrooms, parking lot and cafeteria).

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

EL students met all 3 AMAO objectives for the 2011/2012 school year.  Several teachers participated in professional development sponsored by the EL department during the year and shared information with other faculty members.  Collaboration and communication with EL teacher is frequent and productive.

Weaknesses:

Size of EL population (over 12%, or 160+ students) makes it difficult to provide individualized attention to all students.

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

The Davidson faculty has taken advantage of frequent trainings provided by our district ELL office and staff. Regular communication with ELL teacher is a part of our school culture.  ELL students are encouraged to participate in all aspects of student life.

Weaknesses:

The number and variety of languages spoken (over 20 from 5 continents) and English proficiency levels of our students sometimes make communication difficult.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.

Strengths:

There is a strong focus on the cycle of instruction, with particular emphasis on bell ringers tied to AHSGE objectives.  Most core classes are offered at regular, honors, and special education levels.  Most classrooms are currently equipped with SMART boards, which are integrated into lessons regularly.  Senior Project is required through regular English 12.  We have a full time ELL teacher.  Students are offered tutoring from individual teachers, the Extended Day Program, and remediation courses, along with credit recovery.  Twilight School is offered to students with long-term discipline issues.

Weaknesses:

Space limitations result in a large number of floating teachers, making access to technology to SMART boards sometimes inconvenient or difficult.  We offer a low number of regular electives for non-honors students.  A lack of transportation is sometimes problematic for students trying to participate in after-school programs.