 Our past  Who are we now?  How did we get here? › Organizational Strategy › Instructional Strategies › Community and Parent Involvement

 High drop-out rate  Graduation rate of 50%  Majority of students had severe behavioral problems  Low proficiency rate  Low attendance rate  Teacher absentee rate of 7%

 Graduation rate of 75% (25% increase)  Student Absentee rate decreased by 5%  Behavioral Referrals decreased by 2/3  Steady trajectory of student growth  Teacher Absentee rate of 4.7%

 Race/Ethnicity: › 74% African-American › 15% Caucasian › 8% Bi-Racial › 3% Hispanic  26% Aged 18 or above on first day of school (only 9% were 12 th grade)  50% identified EC  Low Income (88.79% free/reduced lunch)  Majority have a history of behavioral, emotional, family and/or academic problems

 Transitional group  No consistent cohort  Majority behind 1-2 grades  High % of students projected to perform below proficiency on assessments

 District assembled an investigative committee representing all departments and professions  Visited alternative programs in Virginia and North Carolina  Researched model schools and school improvement intervention models  Developed plan and submitted to district  Restructured the school

 Title I Priority School  School Improvement Grant Transformation Model  Tar River Academy composed of three programs › High School › Middle School › Day Treatment  District created a separate after-hours program for students with severe behavioral problems

 Majority of students apply to TRA.  Superintendant placement an option.  If applicable, BIP or EC identification process completed by base school.  TRA Application Review Committee reviews all applications and meets with referring school personnel.  Population is balanced – majority of students focused on graduation. Small percentage referred due to behavior.

 Intake conducted with student and guardian.  Clear transition goals set.  Students stay through graduation or time designated to transition back to base school.  Classes are small and teachers provide one-to- one assistance.  Remediation available.  Incentives set for student success.  Student Support Services works closely with individual students to meet basic needs.

 High School › 21-Credit Diploma › 4 core classes › Art, PE, CTE › APEX  Middle School › 4 core classes › Art, PE, CTE  Day Treatment › 4 core classes › Art & PE › Evidenced-based Therapeutic Services

 APEX Learning Program  Corrective Reading  Paideia Method  Extended learning time  Access to technology for differentiated learning  PLC-lead instructional change based on data review  District Educational Specialists one-on-one support for teachers

 Strong partnerships with community agencies  Parent Involvement Council  Community Outreach Fair (winter)  College and Career Fair (spring)  College Tours  Moms on a Mission  Field trips  Donated goods to assist students’ basic needs (food closet; clothes closet; hygiene closet; school supplies; baby supplies)

Tar River Academy 224 S. Pearl St., Rocky Mount, NC (252) Brian Hopkins Jeannie Kerr