• Attendance Rates
• Numbers of  FARMS students
• LEP (Limited English Proficiency) students 
• Title I Status 
• Student Mobility Rate
• Quarterly Assessments scores - Math
• PARCC Scores - English/Language Arts
• PARCC Scores - Math

Key Challenge #1: Increasing PARCC English/Language Arts and Math scores of our African-American Male and FARMS students 

Our African American male FARMS students were underperforming on the PARCC English/Language Arts and Math Assessments.

% of AA Males FARMS with PLD 4/5 or "passing" the State Assessment	Math		ELA
	17-18	18-19	17-18	18-19
Grade 6	2%	18%	8%	13%
Grade 7	8%	11%	8%	13%
Grade 8	6%	12%	3%	6%

Therefore, we realized we needed stronger supports for our African American male and FARMS students, including our Kids at Hope target group. We know that low PARCC English/Language Arts (ELA) scores can indicate struggles with reading comprehension, and that students who struggle to meet success on their middle school PARCC Math assessments will continue to struggle with Math throughout their high school tenure. We want to make sure that our students are reading and comprehending and that they have foundational math skills well before entering high school, so they can meet or exceed grade level expectations. (Indicator 6)

There are many reasons that this Kids at Hope targeted group struggles with PARCC ELA and Math. One factor is economic status. Each student in our Kids at Hope target group qualifies for FARMS, which indicates that he is from an economically challenged background. It is not uncommon for these students to have attended multiple elementary schools, and possibly multiple middle school as well. As a result, MacArthur Middle School has taken a different approach to teaching math than is suggested in the curriculum. This approach will entail a good amount of practice and focused attention, whole class and small group reteaching, and one-on-one instruction. We can also create opportunities for this extra support during lunch, Rally Circle or Academic Hour. (Indicator 6)

Key Challenge #2: Decrease Chronic Absenteeism 

MacArthur Middle School attendance percentage is 95%. There are many contributing factors to our attendance issue. Since many of our students walk to school, weather impacts their attendance. In addition to lack of transportation, insufficient funds to meet basic household obligations or housing itself, mental health challenges, and employment instability, may result in a lack of routines and structure within the home.  These barriers may add challenges for parents to follow the school schedule, leading to absenteeism and a high rate of tardiness. (Indicators 6 and 10)

Daily school attendance is necessary for school success. Each absence results in missed instruction which leads to learning gaps for our students. Students with excessive absences or tardiness struggle to maintain their academic skills. As a school community we recognize the impact that poor attendance has on student success. Students who begin school as struggling learners continue to struggle without a consistent supportive academic program. To improve the likelihood of our students successfully graduating from high school, we work closely with our designated Pupil Personnel Worker; and continue to work diligently to improve the daily attendance. (Indicators 1, 5, 6, 10)

• Businesses/ Job Market
• Military Student Mobility
• Unaccompanied youth and homelessness
• Limited English proficiency for students and/or families
• Families in Crisis (mental, physical, emotional, financial)
• Inclusion of activity buses
• Inclusion of clubs
• Inclusion of Support Staff

• Socio-economic community issues (employment, income levels, housing costs)
• Significant changes over time in student/community demographics
• Access (or lack of access) to community social programs
• Access (or lack of access) to community academic support programs
• Significant increase/reduction in student enrollment numbers