Presentation on theme: " Our past Who are we now? How did we get here? › Organizational Strategy › Instructional Strategies › Community and Parent Involvement."— Presentation transcript:
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 27804 (252) 451-2875 Brian Hopkins firstname.lastname@example.org Jeannie Kerr email@example.com