Clarke County High School - Schoolwideimages.pcmac.org/SiSFiles/SCHOOLS/AL/ClarkeCounty/Clarke...how parents were involved with faculty and staff in developing, and implementing the

Assurances

The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education. Documentation will be maintained on site.

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

Instructional Leadership Team Names and Positions

● The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.

● Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members)

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

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In order to complete the plan, each of the departmental groups of teachers met to discuss the course content and relevance to the test scores. The parents, staff, and faculty examined data from the past years to develop the 2012-2013 comprehensive needs assessment. Parents and teachers on the committee then met again to discuss perceived strengths and weaknesses of the school and participated in the identification of goals for the coming school year. Faculty meetings served as a place to inform all faculty members of the current progress and information gained in an effort to complete the plan. Faculty members were also asked to give suggestions and other necessary individual ideas. When the draft is complete, the final CIP will be sent to the Board of Education for approval and signatures.

Debra W. Dennis - Principal Chris Young - Assistant Principal Wedia Love - Guidance Counselor Mary Roberts - Reading/Teacher/Career Tech - Chairperson Jamie Bradford - Teacher/Special Education Agatha Grant - Teacher/English Becky Alexander- Teacher/Science Paul Stanley - Teacher/Social Studies Mary Robinson - Teacher/Mathematics Joy Thomas - Teacher/Math/Data Entry Rhonda Huggins - Parent Shirley Washington - Parent Lenette Tarleton - Resource Specialist

Clarke County High School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 1/17/2013

System: Clarke County School: Clarke County High School Page 1 of 22

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report


Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

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Prior to the completion of the school year, the faculty completed several surveys and evaluations, including the End of the Year evaluations and surveys related to possible upcoming Professional Development sessions which may be beneficial to our faculty as a whole. The Graduation Exam was also examined and used as a part of designing the proper goals to best assess the needs of our students and teachers for the upcoming school year. The CIP team met to disaggregate the data to decide which goals and strategies to focus on based on areas of proficiency.

All faculty members are assigned to particular courses according to the levels and area of concentration and mastery in the specific area of education. Obtaining the proper certification from an accredited college or university signifies that the teacher is well- trained and highly qualified in the content area.

0%

1%

93% of white subgroup scored proficient in Reading on the AHSGE. This is 1% above the AMO of 92% for 2012-2013. 89% of the white subgroup scored proficient in Math on the AHSGE. This is 3% above the AMO of 86% for 2012-2013.

74% of all 11th Graders scored proficient in Reading on the AHSGE. This is 18% below the AMO of 92% for 2012-2013. Areas of Concern for Reading: Special Education-30% scored proficient on the AHSGE, this is 62% below AMO for 2012-2013. Black Students-68% scored proficient on the AHSGE. This is 24% below the AMO for 2012-2013. Free Students-69% scored proficient on the AHSGE. This is 23% below the AMO for 2012-2013. Areas of Concern for Math: Special Education-40% scored proficient on the AHSGE. This is 46% below the AMO for 2012-2013. Black Students-78% scored proficient on the AHSGE. This is 8% below the AMO for 2012-2013. Free Students-77% scored proficient on the AHSGE. This is 9% below the AMO for 2012-2013.

Reading – All student subgroup in Grade 5 Reading scored 89% proficient which is 1% above the AMO of 88%. The white subgroup in Grade 7 scored 96% proficient which is 12% above the AMO of 84%. Math - All student subgroup in grade 5 math scored 90% proficient which is 8% above the AMO of 82%.



Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

Strengths:

Weaknesses:

The white subgroup in Grade 5 scored 94% proficient which is 12% above the AMO of 82%.

Reading – All student subgroups in grade 6 Reading scored 76% proficient which is 13% below the AMO of 89%. No subgroup score proficient. Grade 5, 6, 7, 8 Special Education subgroups scored 70% or more below their respective AMO’s. Math – All student subgroups in grade 7 math scored 43% proficient which is 31% below the AMO of 74%. No subgroup scored proficient. Grade 5, 6, 7, 8 Special Education subgroups scored 34% or more below their respective AMO’s.

89% of students score proficient.

11% of students were partially or non-proficient.

N/A

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2nd grade was able to maintain students in the benchmark proficiency category from beginning of the year Oral Reading Fluency (68%) and end of the year Oral Reading Fluency Subtest (68%). 3rd grade level was able to move 1% of students to strategic level from the beginning of the year intensive level from 10% to 9% intensive level at the end of the year. 4th grade level was able to move 4% of students to strategic level from the beginning of the year intensive level (20%) to 16% intensive level at the end of the year.

There was inadequate progress among our benchmark students. Scores in grades 3 and 4 declined from fall to spring. 3rd grade scores decreased from 72%-66% and 4th grade scores decreased from 62%-59%.

N/A

N/A



ACCESS for English Language Learners (ELLs):

Strengths:

Weaknesses:

EducateAL or other Professional Evaluation Profile Information:

Strengths:

Weaknesses:

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)

Strengths:

Weaknesses:

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):

Strengths:

N/A

N/A

Most teachers received the following remarks consistently: • Identifies various instructional strategies, • Demonstrates knowledge of subject matter, and • Provides feedback about student performance.

Continuous improvement from teachers evaluated is needed in the following areas: • Uses assessment results and Manages class time. • Implement new teaching strategies.

• No students participated in the Alabama Alternate Assessment. • A variety of technological equipment is available for teachers to check out for classroom use, upon request. (ex. Overhead projectors, laptops, LCD projectors, IPOD touch cart, etc.)

The lack of indication in teacher’s lesson plans and use of new textbook materials show the need for technology use in the classroom across the curriculum to coincide with the new Course of Study.

The LEA and local school use a variety of data to provide information. School • Student progress reports (every four weeks) • Graduation Exam data • Student report cards (every nine weeks) • Pride survey Grade Level Assessment • Teacher made test • USA Tests • EOM tests • Nine Weeks/ Final Exams • Writing Assessment Program Specific Assessment



Weaknesses:

Career and Technical Education Program Data Reports:

Strengths:

Weaknesses:


School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

Weaknesses:

School Demographic Information related to drop-out information and graduation rate data.

Strengths:

Weaknesses:

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths:

• ASVAB • ACT RTI Data

• Few students taking ACT. • No students taking Advance Placement testing due to non-offering of classes.

164 out of 170 concentrators passed the Reading portion of the AHSGE, which is 96.5%. This is 4.5% above the AMO of 92%. 157 out of 170 concentrators passed the Math portion of the AHSGE, which is 92.4%. This is 6.4% above the AMO of 86%.

There is low enrollment of 5 concentrators in the area of Human Service, but there is a 100% passing rate in the area. This is 8% above the Reading AMO of 92%. There is low enrollment of 5 concentrators in the area of Human Services, but there is a 100% passing rate in the area. This is 14% above the Math AMO of 92%.

• Out of the 343 incidents reported, there were only 4 students that were expelled. • Only 2 out of the 343 incidents reported were because of threats/intimidation.

• Out of 343 students involved in incidents, there were 286 students assigned to (ISS) In School Suspension • There were 77 incidents of disobedience reported, out of 343.

• The Graduation Rate for the black subgroup was 75%, which was an improvement from the previous year. • Out of the total enrollment of 415, there were no seniors out of the five dropouts reported.

The graduation rate is 72%; that is 18% below the AAI goal of 90%. The white subgroup is 66%. • Out of the 415 students enrolled, the largest number of dropouts was from the 10th grade, with four out of the five dropouts that were reported.

Out of 29 teachers, 13 teachers missed less than 5 days for the school year.



Weaknesses:

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).

Strengths:

Weaknesses:

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths:

Weaknesses:

School Perception Information related to student PRIDE data.

Strengths:

Weaknesses:

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

Weaknesses:

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

Out of 29 teachers, 12 missed 10 or more sick days for the school year.

• During the months of August –May 2011-2012, student attendance was 95% or above for 7 out of 9 months. • Although there were more females, at 219, than males, at 206; with 489 tardies, females had 177 less tardies than males having 666.

• Absenteeism was on a gradual increase in the 2011-2012 school year. It started with only 2% in August and continued to rise to its peak high in January to 6%, afterward dropping to 5% in the month of May. • Out of 433 students from grades 9-12, the eleventh grade students received the most tardies with 377 out of 1155.

Advance Ed survey - Parents believe that their children receive a high quality education at Clarke County High School.

A large percentage of parents have difficulty understanding students' work, and can not provide assistance if additional help is needed at home.

85% of students take pride in their academic accomplishments. 75% of students feel that they have pride in their school.

76% of students feel that most kids don't care about their school grades. 62% of students feel other students do not come to school prepared to learn.

N/A

N/A



Weaknesses:

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.

Strengths:

Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOALS (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

1. Increase Math Scores

Description:By the end of the 2012-2013 school year, we will continue to increase students in grade 11 scoring proficient in Math from 89% to 92%.

Data Results on which goal is based:AHSGE 2011-2012 results

Target Grade Level(s): 11th Grade Students Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:Graduation Rate

Target Student Subgroup(s):Free/Reduced Lunch

Courses of Study:I-1 Apply order of operations; II-1 Solve multi-step equations; IV-2 Find distance, midpoint, slope; V-2 Graph lines given certain conditions; VII-5 Determine measures of central tendency; VII-6 Determine probabilities

Strategies:1.1 Longitudinal Data

N/A

N/A

Remediation, enrichment, Title I services (Free tutoring), Supplemental Education Services Provider Fair, tutoring after school

Need to increase vocabulary strategy use by faculty.



Description:Use longitudinal data to identify Math standards of concern that will be supported by the implementation of strategic teaching.

Action Steps:1.1.1 Examine Data

Description:Math teachers will look at data at the September Department Meeting and identify areas of concern.

Benchmarks:100% of math teachers will attend the department meeting and identify areas of concern.

1.1.2 Emphasize Areas of Concern

Description:Math teachers will work weekly on areas of concern in Math classes. Strategic teaching and College and Career Ready Objectives will be used.

Benchmarks:100% of math teachers will review areas of concern in the math classes.

1.1.3 College and Career Ready Materials

Description:Math teachers will use exploration, modeling, and re-teaching strategies in math classes.

Benchmarks:100% of math teachers using strategies

1.1.4 Vocabulary Enhancement

Description:Vocabulary will be reinforced with the use of Word Walls and Bloom's Verbs.

Benchmarks:100% of math teachers will have Word Walls and use Bloom's Verbs in math classes.

Interventions:The math department chairperson will review information with teachers to change activities used in the classroom.

Resources:AHSGE results; AYP and disaggregated data; Longitudinal data; College and Career Ready Standards; Textbook Resources

2. Longitudinal Data

Description:74% of all 11th graders scored proficient in reading on the AHSGE. This is 18% below the AMO of 92% for 2012-2013.



Data Results on which goal is based:AHSGE Reading

Target Grade Level(s): 11th grade Target Content Area(s): Reading ARMT: Reading


Target Student Subgroup(s):All students, Special Education, Free/Reduced Lunch, Black

Courses of Study:II-5 Recognize Summary Statements, II-1 Identify Main Idea, IV-1 Determine meaning of words, II-2 Draw Conclusions, III-1 Recognize Logic and Argument

Strategies:2.1 Longitudinal Data

Description:Use longitudinal data to identify the reading standards of concern that will be supported by the implementation of Strategic Teaching.

Action Steps:2.1.1 Examine Data

Description:All teachers will attend a faculty meeting during the month of September to examine longitudinal data and identify the reading standards of concern.

Benchmarks:100% of teachers attend faculty meeting


Description:Each department chairperson will meet during the month of September and select the reading standards of concern that will be addressed in their content area.

Benchmarks:100% of department chairpersons attend the meeting

2.1.3 Standards of Concern

Description:All teachers, excluding math teachers, will teach the identified standards of concern in their content area weekly.

Benchmarks:100% of teachers will review standards of concern.



2.1.4 Vocabulary Enhancement

Description:All teachers, excluding math teachers, will emphasize vocabulary in the content area including the use and display of Bloom's Taxonomy Verbs and Word Wall Words.

Benchmarks:100% of teachers will have Word Walls and use Bloom's Verbs.

2.1.5 STAR Testing

Description:All students will take the STAR test during the months of September and April to check for student gains. English teachers will administer the STAR test during September and December (1st term) and January and April (2nd term).

Benchmarks:100% of English teachers will complete STAR testing with students.

2.1.6 Independent Reading

Description:English teachers will require students to read assigned classroom reading selections, as well as independent ARI novels, to monitor students' reading comprehension monthly.

Benchmarks:100% of English teachers will monitor student reading and complete testing monthly.

Interventions:The deparment chairperson will monitor and review information with teachers and make needed changes.

Resources:AYP, disaggregated data, Longitudinal data, AHSGE results

3. Enrichment - Reading

Description:74% of all 11th graders scored proficient in reading on the AHSGE. This is 18% below the AMO of 92% for 2012-2013.

Data Results on which goal is based:AHSGE

Target Grade Level(s): Grades 9-12 Target Content Area(s): Reading ARMT: Reading




Target Student Subgroup(s):All students

Courses of Study:End of Course Assessment, PLAN/ACT objectives

Strategies:3.1 Enrichment

Description:Utilize the Enrichment Block to prepare students for upcoming standardized testing.

Action Steps:3.1.1 Standardized Tests

Description:All teachers will address components of standardized testing.

Benchmarks:100% of teachers will address test components.


Description:Teachers will enhance assessment and student test-taking strategies to improve student achievement.

Benchmarks:100% of teachers will use test-taking strategies.

Interventions:The department chairperson will monitor and review information with teachers and make needed changes.

Resources:AYP, disaggregated data, Longitudinal data, AHSGE results, PLAN/ACT materials, test taking strategies

4. Enrichment Block - Math

Description:Increase students' ability to score proficient on standardized tests.

Data Results on which goal is based:AHSGE



Target Grade Level(s): All students Target Content Area(s): Math ARMT: Math


Target Student Subgroup(s):Grades 9-12

Courses of Study:End of Course Assessment, PLAN/ACT objectives

Strategies:4.1 Enrichment

Description:Utilize the Enrichment Block to prepare students for upcoming standardized testing.

Action Steps:4.1.1 Standardized Tests

Description:All math teachers will address components of standardized testing

Benchmarks:100% of math teachers will address test components


Description:Math teachers will enhance assessment and student test-taking strategies to improve student achievement.

Benchmarks:100% of math teacher will use test-taking strategies

Interventions:The department chairperson will monitor and review information with teachers and make needed changes.

Resources:AYP, disaggregated data, Longitudinal data, AHSGE results, PLAN/ACT materials, test taking strategies

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS



Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH LANGUAGE PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.

ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

1. Decrease Dropout Rate

Description:To prevent campus dropouts and ensure appropriate methods of intervention. CCHS will reduce the number of students who dropout by 3%

Strategies:1.1 Student Counseling

Description:Intensive counseling/guidance with students to develop a graduation plan and consider options for credit acquisition.

Action Steps:1.1.1 Guidance

Description:Guidance will emphasize the importance of attendance and reasons for non-attendance.

Benchmarks:100% of enrichment teachers will participate in counseling/guidance.

1.1.2 Provide Transcripts

Description:Transcripts will be available to helpstudents prepare for graduation.

Benchmarks:The counselor will provide transcripts to students upon request.

1.1.3 Addressing Attendance

Description:Enrichment teachers will provide guidance and instruction to students and encourage daily attendance.



Benchmarks:100% of Enrichment teachers will participate in training to learn different strategies to attendance.

Interventions:The CIP chairperson will meet with the committee to make necessary changes to the action steps.

Resources:Transcripts, Remediation materials, Positive behavior incentives, Counselor sessions

1.2 Credit Recovery

Description:Provide credit recovery support for CCHS students through our summer credit recovery program.

Action Steps:1.2.1 Student Support

Description:Provide counseling for students to identify programs, opportunities, and transition assistance.

Benchmarks:The counselor will provide transcripts and counseling sessions to students upon request.

1.2.2 Attendance data

Description:Summer program personnel will provide attendance records for credit recovery data (final grades).

Benchmarks:Summer program teachers will provide attendance records, as well as final grades, for students in the program.

Interventions:The CIP chairperson will meet with the committee to make necessary changes to the action steps.

Resources:Transcripts, remediation materials, attendance records, counselor sessions, credit recovery data, summer program personnel

Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

Teacher Mentoring:

Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)

Budget:

Yearly, the principal of Clarke County High School assigns each new teacher to a master/mentor teacher who can provide support and information on a continuous basis pertaining to the policy and procedures adopted by the school, the system, and the state. The system also provides orientation sessions for teachers at the beginning of each school year.



Describe the coordination of all federal, state, and local programs, including career and technical education. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

Transition:

Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

Highly Qualified Teachers:

Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.

Assessments and Teacher Involvement:

Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.

Special Populations:

Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3):

Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. Applies Only to Secondary Schools

Extended Learning Opportunities:

Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.

There is a meeting held at the beginning of the year which consists of principals, and chosen teachers and parents. During this meeting, the federal, state, and local programs as well as funding are discussed. Clarke County High uses the funds for allocated teacher units, counselor, librarian, administration units, and materials and supplies. 10% of the Title I budget is set aside for professional development.

The counselor provides transitioning services to assist first time ninth grade students with the transition from middle school to high school. Services include but are not limited to New Student Orientation and group guidance sessions concerning diploma types and required credits. Transition tests will also be administered from eighth grade to high school. A collaboration between high school teachers and the teachers from the middle school will continue. The meeting helps the groups look at the AHSGE information as well as the ARMT and learn how to better prepare students for the things they will encounter once entering high school in order to make the transition smoother.

Applications of only Highly Qualified teachers are considered. Scheduling is completed with Highly Qualified staff.

The faculty meets to review the data from AHSGE during data and departmental meetings to review the students' progress as well as monitor the ones that may be below mastery level. The teachers assist one another to give strategies that may help students to become successful in the classroom. Teachers may also suggest study habits that may persuade the students that need more encouragement to work harder to reach their goals and improve their scores.

Special Education Services are provided to any given child and are based upon that child's individual needs. Our mandate is to assure that each child receives a free, appropriate, public education. Special education services are designed to provide the support necessary to allow a child to derive meaningful benefits from his or her educational experience. All students including migrant, ELL, Economically Disadvantage, Special Ed, N/D and homeless students have access to all programs at CCHS.

At Clarke County High School, some of our elective classes have fees; fees have been reduced or waived for students who fall into these special population categories. An agreement is made with parents to extend time of payment. Students are able to receive some supplies through donations made to the school by local organizations.

Clarke County High School provides remediation and pull-out sessions to reinforce concepts taught in class and to assist students with preparation for the AHSGE. Departmental Data



Part VI – School Parental Involvement Plan as required by Section 1118 of NCLB

Parental Involvement:

Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

meetings also play an important part by allowing grouped teachers to share their resources and ideas with one another. Prior to testing, extra tutoring is made available through pullout sessions during school, after school remediation, and extra tutoring. Students are given study guides for Biology, Language, History, Math, and test taking strategies. Follow up surveys are given to see which methods helped out the most.

Here at Clarke County High School, we believe that communication is the key. We believe that through the appropriate means of communication all parents will be given the opportunity to become involved more in their child’s education. To insure clear and effective communication, among and between parents and faculty, the school has a newsletter and uses the local newspaper, radio, surveys, school cast announcements, and conferences. The above mentioned newsletter is sent quarterly to students, parents, faculty, staff and additional contacts in the area. Clarke County High School has a dedicated education page in the local newspaper on a rotating basis with the other schools in Grove Hill. Press releases are sent to the local media as needed. We provide information about the Continuous Improvement Plan as well as the Parental Involvement Section of the Plan. At the Title I Accountability Meeting on September 10th, 3:00pm, parents were shown a power point which introduced the services provided. Through Title I services, we were able to share information with parents about free tutoring and other services offered as well as parent’s rights. We invited parents through the resources mentioned above. We also recognize the value of the local church contacts, and we send information to the local churches. Parents are encouraged to attend Open House and request Parent-Teacher conferences to receive information about student progress. The LEA offers Parent University which provides workshops for parents on various topics.

Parents will receive communications to provide information about the specific Title I programs, in addition to the tutoring. Parents are encouraged to ask questions and become involved by presenting creative ideas that may be used to increase the productivity and wise use of funding allocation for the Title I Program. Parents will serve on the School Improvement and Advisory Team. This team consists of teachers, parents, and community members. Information will be available during the October Statewide Parenting Month.

Clarke County High School recognizes the importance of including parents in the education process, and our faculty and staff make every effort to collaborate with parents to determine appropriate actions and strategies for students. These strategies may include but are not limited to learning strategies, behavior modifications, and disciplinary actions. Communication is encouraged by phone, letter or conference. It is during these times of communication that parents can freely express themselves and submits comments about the School Parent Involvement Policy. Also, our school’s guidance counselor regularly meets with parents during summer, New Student Orientation, and at other times throughout the school year. Parents and community leaders are invited to regularly attend board meeting at the Clarke County Board of Education and to serve on various committees as well as volunteer in extracurricular activities at Clarke County High School. Parents receive a follow up survey to provide feedback as well as the students. The materials are kept on file for review as needed. Parents will be able to ask necessary questions and become involved in their child’s education at the school's Open House. The local newspaper generously features our school as events occur. We will continue to share news events, activities, and articles with our parents and community. We work hard to provide a warm inviting atmosphere from the front office to each and every classroom in the building. The office staff is friendly and knowledgeable concerning the many different aspects of the school.



Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)

Parents receive information about USA Test Prep, after school remediation, AHSGE test dates, and the latest reports of scores. The information is signed by parents and returned to school. Follow up letters are also sent to the parents. Thank you notes are sent to parents for returning the documentation. Parents, school staff, and students each share the responsibility of being well-informed and communicate student needs, academic goals, and academic success. Students are provided positive reinforcement at home through homework, and outside projects to increase goal progress. Parents can greatly assist by monitoring and maintaining the physical, mental well-being, and needs of a child outside the school setting.

Comments can be submitted in writing to the school principal. Comments can be discussed in a conference with school administration. Attend Clarke County School Board Meetings. Parents complete surveys.

During the Parent Night and Open House, parents will receive a majority of the information will be provided. Parents will be informed about the state academic requirements and standards, as well as assessments. Some examples include USA Test Prep, after school remediation, AHSGE Test dates, and the latest reports of scores. Parents will be asked to sign and return documentation. Follow up letters will be sent to parents acknowledging the receipt of the information. Progress reports (every 4 weeks) as well as Report Cards, (every 9 weeks), are sent home for parents to view. The local newspaper generously features our school as events occur. We will continue to share news events, activities, and articles with our parents and community. Copies of any relevant testing information will be sent home.

Clarke County High School works tirelessly to make sure that the CIP includes information that coincides with the goals of the school. We provide after school remediation, display the plan at the grade level orientation, referenced access to the schools website, the phone number for the office and counselor’s office for those able to access computers; English and Spanish versions provided through the state department’s assistance. We maintain a CCHS pamphlet. Parents receive information about the Alabama High School Graduation Exam including a letter from Mrs. Dennis and student scores on the test. One copy is kept by the parents and one is returned. Parents are encouraged to visit the school as often as possible, the child’s classroom, as well as volunteer and participate in activities provided by the school. Sessions and meetings will be provided for parents to attend throughout the year.

Our goal at Clarke County High School is to work hard at school during in-services, data meetings, faculty meetings and the significance of parents becoming and staying involved in the students' education and that the parents are partners in education. Our Student Government Association will continue to be active in community projects such as Canned Food Drives for needy families, Nursing Home visits, and the Day of Encouragement Letters.



(5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)

Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?

● Yes ● No

Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?

● Yes ● No

Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)

● Yes ● No

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development

We schedule Open House for all parents to attend, visit, and interact with the teachers. There are parents that are invited to participate in the decisions that are made for the Continuous Improvement Plan. Clarke County High School recognizes the importance of including parents in the education process, and our faculty and staff make every effort to collaborate with parents to determine appropriate actions and strategies for students. The faculty is encouraged to communicate on a regular basis with parents by phone, letter, or conference. Parents are able to express their concerns at this time. Parents in the community are invited to attend board meetings also. Response to Instruction (RtI) Team receives referrals from parents and teachers of students who are experiencing serious academic or behavioral problems. Teachers and parents are provided with support, ideas, and strategies for intervention.

Information about the school events and activities may be sent home through schoolcasts, newsletters, school website, and the local newspaper monthly page. Information is sent in many different ways for parents to receive helpful news related to the students' activities. Teachers may post assignments and information on the school website.

Clarke County High School makes sure that parents feel welcome at our school. They are encouraged to set up parent-teacher conferences and visit the classrooms to monitor the child's progress. We also set up hours that are easily accessible for parents that work during Open House and Parent Night. Teachers were also available for conferences.

CCHS will allow for the limited English proficiency by having visible language alternatives for other languages. Having the languages visible will offer a more comfortable atmosphere. Also an interpreter may sit in on meetings to assist parents. We will send letters home in their language. For the student's benefit, an IEP may be written for Special Needs students. Students that are not performing on grade level may be assigned a tutor. Parents of students with disabilities can be assisted by direct management and maneuvering of his or her case managers.

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Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

Learning Activities: Intervention Strategies

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? 74% of all 11th graders scored proficient in reading on the AHSGE.

What types of professional learning will be offered? ARI workshops, SARIC training sessions, ARI Leadership training, Bullying

When will the session be delivered? SARIC and ARI from September to May

What are the expected outcomes of professional learning? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

To motivate teachers to continue to work in a professional cohesive environment. To improve Reading scores.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

Attend ARI sessions;samples of work from students using strategies will be collected and shared; Lesson plans will indicate what projects and technology resources are being used.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Title I, Title VI, Title II, Career Tech Education-Perkins IV, At-Risk, High Hopes

Dropout Rate

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? The graduation rate is the weakness that needs to be addressed with professional development.

What types of professional learning will be offered? Professional Development will be provided by the counselor on information related to credit recovery, End of the Course Assessments, standardized tests, importance of attendance, and graduation strategies.

When will the session be delivered? The counselor will provide sessions for teachers at least four times during the school year.

What are the expected outcomes of professional learning? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

Teachers will participate in counseling/guidance sessions to learn the strategies provided. Teachers will sign in, receive training and then use the strategies to enhance the skills of the students. Students will learn new information that will be helpful in their progress and success. By using the new techniques and tips given by the teacher, students scores should improve and help them achieve proficiency.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

All Enrichment teachers will sign in, to show attendance, student work samples will be displayed in the classroom showing the use of strategies and techniques.



Documentation will be kept to show tests, worksheets, and activities using the strategies.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 The counselor will provide the necessary training for the teachers during the planning times of the teachers. No expenses will be incurred.

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

II. Federal Funds

Title I: Improving the Academic Achievement of the DisadvantagedProvide a brief explanation and a breakdown of expenses.

Title I: ARRA FundsProvide a brief explanation and a breakdown of expenses.

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 23.9 23.9 1,575,318.00

Administrator Units 1 1 98,298.00

Assistant Principal .5 .5 37,633.00

Counselor 1 1 84,739.00

Librarian 1 1 70,558.00

Career and Technical Education Administrator 0 0 0.00

Career and Technical Education Counselor 0 0 0.00

Technology 0.00

Professional Development 0.00

State ELL Funds 0.00

Instructional Supplies 8,220.00

Library Enhancement 0.00

Total of All Salaries: $1,874,766.00

Hire 3 teachers (2.4 FTE)$131,760.08 Professional Development $14,833.02 Materials & Supplies $1737.10

Total : 148,330.20

N/A

Total : 0.00



Title II: Professional Development ActivitiesProvide a brief explanation and a breakdown of expenses.

Title III: For English Language LearnersProvide a brief explanation and a breakdown of expenses.

Title IV: For Safe and Drug-free Schools Provide a brief explanation and a breakdown of expenses.

Title VI: For Rural and Low-income Schools Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

III. Local Funds (if applicable)

Local Funds

Hire 1 teacher (0.63 FTE) $38,092

Total : 38,092.00

N/A

Total : 0.00

N/A

Total : 0.00

N/A

Total : 0.00

Credentialing $1000 Equipment $5000 Materials & Supplies $14,287.80 Professional Development $2000

Total : 22,287.80

N/A

Total : 0.00

N/A

Total : 0.00



Provide a brief explanation and a breakdown of expenses. N/A

Total : 0.00



Clarke County High School - Schoolwideimages.pcmac.org/SiSFiles/SCHOOLS/AL/ClarkeCounty/Clarke...how parents were involved with faculty and staff in developing, and implementing the

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