• 9th Grade pass or promotion rates
• PARCC Scores - Algebra I (Grade 9)

Key Challenge #1:  9th graders who have not mastered foundational math skills. 

One of the challenges SPHS faces is meeting with success for all student groups on the standardized Algebra I/Mathematics assessment.  The main contributing factor to this challenge is the learning gap in foundational math skills from elementary and middle school. Our focus now and moving forward has been to identify those students achieving performance levels of 1, 2, or 3 (not meeting expectations, partially meeting expectations, or approaching expectations) and increasing performance levels to 4 or 5 (meeting or exceeding expectations).With that being said, in the  2017/18 school year the Algebra I PARCC data is as follows:  

2017-18 Algebra I PARCC   551 students tested
Exceeded Expectations (5)	10.71%
Met Expectations (4)	61.52%
Approached Expectations (3)	18.69%
Partially Met Expectations (2)	6.72%
Did Not Meet Expectations (1)	2.36%

The rate of students who did not meet expectations, partially met expectations, and approached expectations for the 551 students who took the annual standardized Mathematics (Algebra I) assessment in grade 9 at SPHS in the 2017-18 school year is as follows:  

2017-18 Algebra I PARCC Students who did not meet expectations
Student Group	Total number of students	Percent of group
Asian	1 student	6.67%
Black	16 students	57.14%
Hispanic	7 students	25%
Multi-racial	13 students	46.43%
White	116 students	25.78%
Special education	12 students	27.91%
Farms	24 students	72.73%

The focus on closing the achievement gap is a collaborative effort of our dedicated faculty at SPHS. Our teachers continue to promote and host teacher help sessions every Wednesday and Thursday afterschool.  Additionally, our teachers collaboratively plan regularly, finding ways to engage students in active learning, along with providing individual and small group instruction to help targeted students close the learning gap. Teachers focus on mastery of individual skills of each student through regular reteaching based on needs. Our Falcon Flight program will be utilized to provide specialized reteaching to any student in need via a math mentor teacher.  (During the 2017-18 school year, all students, including those enrolled in math courses taken following the successful completion of Algebra I (Geometry and Algebra 2), were required to take the Algebra 1 PARCC assessment) (2, 7)

Key Challenge #2:  Not all freshmen transitioning to SPHS meet with success in academic, attendance, and discipline areas.

One key challenge we face each year is the number of Freshmen who experience difficulty in transitioning to high school.  Historically (nationally and locally), this transition is difficult for all students regardless of race or socioeconomic status.  Students struggle with the increased demand in rigorous coursework, increased academic workload, and the growing social pressures from peers. This often results in issues with academics, attendance, and discipline. The vast majority (98.65%) of freshmen successfully transitioned to 10th grade at the end of the 2017-18 school year.   The number of Freshmen students identified in the 2017-18 school year as potentially having difficulty with transitioning to SPHS was 13 students. The Early Warning Indicators (EWIs) make up a system of noting the areas in which a student may show signs of academic struggle. EWIs include attendance rates, course failures, discipline, and low testing results. In 2017-18, the Early Warning Indicator (EWI) data for Freshman students was as follows: 69 students with 2 EWIs, 5 students with 3 EWIs, and 1 student with 4 EWIs. Some of our Freshmen struggle with academic achievement which in turn adversely affects their testing results. 

In response to the identified latter concerns, Freshmen are placed in intervention programs according to their specific needs.  “Falcon Flight” is an initiative helping students find ways to promote achievement and creating an environment in which all students can achieve their maximum potential. Our faculty “Falcon Flight” Committee meets with these students on a weekly basis, and parents on a monthly basis, to provide a support network.  “Falcons Soar” works with Freshmen struggling with the transition to high school, focusing on meeting with success in academics, attendance, and discipline.  Additionally, our “Mentor Student Program” supports freshmen as they matriculate through their subsequent years at SPHS when needed.  The program pairs a teacher with a (10th, 11th, or 12th grade) student who is earning below a 2.0 GPA in order to mentor, support, and advocate for the student in order to help them improve their GPA and meet with greater success, ultimately graduating on-time with their grade level peers.  We currently have over 70 teachers who actively mentor our students, creating a compassionate and supportive school culture. (2, 9)

• Families in Crisis (mental, physical, emotional, financial)

Key Challenge #3:  Families in Crisis (mental, physical, emotional, financial)

A current national and local topic being discussed in education is the awareness and support of the mental health needs of students. Beyond the common challenges young people experience as they prepare for college, careers and the expectations of the adult world, some experience anxiety due to pressure from social media, peers, family matters, or other social pressures.  Occasionally there are students who may be reluctant to report their individual needs to family, friends, teachers, or support staff.  Students who are in crisis often experience difficulty with academics, and may exhibit social struggles that affect their ability to maintain quality mental health. Our student support teams will continue to identify and work directly with students on managing stress and building positive mental health practices.  We will be utilizing Advisory (STAR) lessons to educate students in regard to healthy choices in coping with stress, and ways to build healthy relationships. Lastly, we will focus on bullying/cyberbullying and substance abuse.  (2)

• Socio-economic community issues (employment, income levels, housing costs)
• Access (or lack of access) to community financial programs
• 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