• Attendance Rates
• Discipline Rates 
• 9th Grade pass or promotion rates 
• PARCC/MCAP Scores - English

Key Challenge #1: 9th Grade Pass or Promotion Rates 

In the 2017-2018 school year, one-third of the freshmen class enrolled at NCHS were identified with Early Warning Indicators (EWI) related to chronic absenteeism (over 18 absences in one school year), three or more referrals, and three or more failing grades based on their middle school data. Nonetheless, 94.68% of those 9th graders matriculated to the 10th grade, an increase from 89.58% in 2016-2017 and 91.46% in 2015-2016. The goal for North County is for 100% of 9th graders to be promoted to sophomore status, as 9th grade success is the greatest indicator of high school graduation. 

There are a number of factors beyond our control which lead to students’ inability to maintain good attendance and passing grades. We also understand that many of our students are coming from families where there are strained familial relationships as a result of the economic and social-emotional challenges. As a staff, we have made it our focus to support our 9th grade students by making concerted efforts to establish relationships and structures to support students and ultimately increase the success rate of our 9th graders. (Indicator 9 and 10)

Key Challenge #2: PARCC Scores-English 

While 2017-2018 PARCC/MCAP English scores showed 69.2% of NCHS students met state requirements for passing the assessment (achieving a level 3 or higher), only 44.8% of students who passed achieved performance levels of 4 or 5 (met or exceeded). In 2016-2017,  73.8% of NCHS students met state requirements for passing the assessment, and just over 50% of students who passed achieved performance levels of 4 or 5.  

PARCC/MCAP English Scores	2017-2018 School Year	2016-2017 School Year
Achieved 3 or higher (passed)	69.2%	73.8%
Achieved 4 or 5	44.8%	50%

In 2017-2018, 44.7% of students who received FARM (Free And Reduced Meals) did not pass PARCC/MCAP English 10.  Nearly 71% of students who received services via Individualized Education Programs (IEPs) did not pass the assessment either.  While many of our students come from a diverse economic background, it is necessary to consider the factors that contribute to the percentage of students who are not meeting state standards. 

Our FARMs students have a peculiar challenge, which is often associated with them taking on the financial burdens and meeting basic needs of food, clothing, and shelter. This set of challenges naturally makes it difficult for our students to focus on academics and, more often than not, leads to a lack of focus in class, poor attendance, and incomplete assignments. North County staff understands that we have to be intentional in our efforts to support students who receive special education services and FARMs. All of our students receive free breakfast every day. We are committed to reaching every student in our school by concentrating on differentiated strategies to meet their needs and improving our student support and instructional practices so that all North County students are able to demonstrate successful mastery on the PARCC-English assessment. (Indicator 7)

Key Challenge # 3 Unaccompanied Youth and Homelessness

The North County community has seen an increase in enrollment of students who are English Language Learners (ELL). Many of these students are unaccompanied youth without documented education beyond primary years. Many have experienced trauma from being abruptly separated from their family, friends, and culture and are therefore seeking stability, security, and safety. Several North County students are challenged with finding ways to provide for themselves and their families while, in addition to learning the English language and meeting state standards for acquiring a high school diploma. The decisions some students have to make to avoid hunger and homelessness sometimes result in a decline in their attendance, grades, and mental health.  Frequently in our community, students are living without a parent or guardian present in the home, which can result in them missing school and being unable to focus on academic studies. (Indicator 10)

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