Northwestern High School Rock Hill, SC SRP 2018-2019 Northwestern High School Rock Hill, SC

Goals 2018 -2019 2017-2018 Pass Rate/Mean 2018-2019 Pass Rate/Mean Algebra 63%/63.4 80% English I English II* 76.5/69.2 *Field Test-Spring Biology I 73.2/71.9 US History 71.1/69.8

ACT 2017 (2018 released October 17, 2018) State-% ready District- % ready NHS-% ready SIP D LEP A-A English 38 40 24.7 15 14.3 22.2 Math 22 21 10 6.7 6.3 ACT Composite Score 17.7 17.6 18.1 NHS Percent of Students Meeting ACT College-Ready Benchmarks, 2017 “Ready” = 50% chance of a B or higher, or 75% chance of a C or higher in credit-bearing college courses. Benchmark is the minimum for meeting “ready” (18 or higher in English). English Benchmark Score: 18 Math Benchmark Score: 22 Reading Benchmark Score: 22 Science Benchmark Score: 23 All 4 Subjects 40.5 22.0 30.0 19.0 10.8

SAT 2017- *all SATs (grad. Seniors) (2018 released October 25, 2018 State District ERW 539 533 Math 518 505 Composite 1058 1028 NHS—SAT Performance The SAT scores represent students who paid to take the test on a Saturday. This represents 16-17 graduating seniors. Percent of Students Tested Average Evidence-Based  Reading and Writing Score Average Math Score Average Composite Score 52.0 535 510 1045

Graduation Rate WIN Career Readiness 2018 438 tested Bronze Silver Gold Platinum Total Earned Ready to Work 83 246 27 13 369 Essential Soft Skills 339 Graduation Rate School Four-Year Cohort Graduation Rate 2014 2015 2016 2017 2018 83.4 90.9 85.7 88.7 *87.9(Unofficial)

SRP Goal: Student Achievement Performance Goal: The percentage of students passing the English EOC will increase from 71.48% in 2016-2017 to 85% in 2021- 2022. The percentage of students passing the Algebra EOC will increase from 66.76% in 2016-2017 to 80% in 2021- 2022. Interim Goal: The percentage of students passing the English EOC will increase from 76.21% in 2017-2018 to 80% in 2018-2019. The percentage of students passing the Algebra EOC will increase for 62.96% in 2017-2018 to 70.2% in 2018-2019. Action plans: Provide daily practice activities in English 1 and Algebra 1, to prepare students for the EOC tests with fidelity. Daily practice is based on student data from PLC meetings. RTI time will be used to provide Tier 2 strategies in an effort to assist those struggling learners. Continue to improve common formative assessments in English I and Algebra I courses- specifically midterms and unit assessments. Data analysis is part of the improvement process Teachers in the core subject areas will utilize the resources available in USA Test Prep, release SDE EOC resources, and resources from other states for test prep.

SRP Goal: School Climate Performance Goal: The percentage of students that believe students behave in the hallways, in the lunchroom, and on school grounds, as reported in the school report card survey, will increase from 56.7% in 2016-2017 to 80% in 2021-2022. Interim Goal: The percentage of students that believe students behave in the hallways, in the lunchroom, and on school grounds, as reported in the school report card survey, will increase from 44% in 2017-2018 to 62% in 2018-2019. Action steps: To create a matrix of positive behaviors based on the PBIS initiative. To continue the weekly "Trojan Way" advisory period for character education and a CCR curriculum based on grade level. The lessons are based on student need and teacher feedback. Monthly teacher training sessions for the Trojan Way lessons.

SRP Goal: Student Achievement and Teacher/Administrator Quality Performance Goal: To increase the number of teachers implementing Literacy Design Collaborative/ Math Design Collaborative Framework and practices from 7 in 2016-2017 to 90 in 2021-2022. Interim Goal: To increase the number of teachers implementing Literacy Design Collaborative/ Math Design Collaborative Framework and practices from 43 in 2017-2018 to 55 in 2018-2019. Action Steps: Cohort 1 was trained by SREB to train Cohort 2 in 2017-2018. Cohort I and cohort II teachers train remaining department members in Math, Science, Social Studies and English. To teach 6 formative assessment lessons based on the MDC model to improve instruction. To create and teach a mini task and implement one LDC module into their teaching practice to improve interdisciplinary literacy and writing.