Tennessee School Improvement Plan - Campbell County, TN Public Schools

School name: Campbell County High School___________________

Tennessee School Improvement Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007


Description and Purpose of the School Improvement Plan

Campbell County Comprehensive High School

This document, approved by the Campbell County High School Leadership Team, is a working plan to guide and improve the educational process at

Campbell County Comprehensive High School. The school improvement plan (SIP) has been developed through collaborative efforts of school

administrators, teachers, parents, students, non-certified school personnel, and community leaders. It contains summaries of academic and non-

academic data analyses, and curricular, instructional, assessment, and organizational practices and needs. It describes an action and monitoring plan

to improve in areas of prioritized needs. The plan reports the evaluation results of the school improvement planning process itself. On-going revision

and monitoring of this plan is required by the Tennessee Department of Education.

In January of 2002, President George Bush signed the No Child Left Behind Act. This act reauthorizes and amends federal education programs

established under the Elementary and Secondary Education Act (ESEA). The focus of the No Child Left Behind Act is for historic school reform

based on:

Accountability

Flexibility

Research-Based Education

Parent Options

Under No Child Left Behind (NCLB), schools and school districts are measured on whether the students meet performance benchmarks in math,

reading, and attendance for grades 3-8, and math, English, and graduation rate for high schools. Schools that do not meet the achievement standards

for two years are deemed high priority.

Tennessee, along with all other states in the nation, is required to periodically develop and submit to the federal government an education plan to

meet and maintain NCLB requirements and benchmarks, with the ultimate goals of high reading and math proficiency and high graduation rates for

all students.

Tennessee students are assessed yearly in core curriculum courses. Adequate yearly progress (AYP) status is calculated for the following student

subgroups: White, Hispanic, African American, Native American, Asian/Pacific Islander, Economically Disadvantaged, Students with Disabilities

and English Language Learners. NCLB identifies schools that have missed a federal benchmark in the same category, or subgroup, for two

consecutive years. Tennessee elects to alert schools and districts that are at-risk of becoming a high priority school under NCLB. These schools

receive additional support and assistance from the state in order to avoid the NCLB high priority list. Schools that have missed one or more

benchmarks for one year are considered target schools.


Tennessee School Improvement Planning Process

(TSIPP)

Assurances with Signature of Principal

I certify that _______________________________________________________ School has utilized the data and other requirements requested for

each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

__________________________________________ ______________________

Signature of Principal Date Signed


Tennessee School Improvement Planning Process Templates – August, 2007 Page 4 of 118

Title I – School wide Schools Yes No N/A Evidence

193. The school provides to each individual parent timely notice

that the parent’s child has been assigned to, or taught for four or

more consecutive weeks by a teacher who is not highly

qualified.

X Letters to parents of

affected students

194. Each Title I School conducts an annual parent meeting that

meets all statutory requirements and offers additional meetings

at flexible times. NCLB Section 1118 X

Agenda/minutes

Attendance rosters

195. Each Title I School has developed and distributed to

parents a parent-student-school compact, which includes

statutory components. The compacts have been reviewed and

discussed with parents at parent/teacher conferences. NCLB Section

1118

X

Parent-Student-School

Compact

Agendas

196. Each Title I School has a written parent involvement plan

that meets all statutory requirements. X

Parent Involvement

plan

197. Each schoolwide program has implemented a

comprehensive school improvement plan which addresses the

10 required elements:

Schoolwide Plan/TSIP

Page #s TCSPP=TSIP in

State Special Schools

*(a.) a comprehensive needs assessment of the entire school

using data analysis of NCLB subgroups. X

Link TSIP Pg# _

_45-60___ to activities

*(b.) schoolwide reform strategies with emphasis on

improved achievement of the lowest achieving students; X

Link TSIP Pg# _

118-134____ to activities

*(c.) instruction by highly qualified staff as addressed in

NCLB; X

Link TSIP Pg#

_30-34____ to activities

*(d.) high quality and ongoing professional development

activities; X

Link TSIP Pg# _


*(e.) strategies to attract highly qualified teachers to high

needs schools; X

Link TSIP Pg#

___30__ to activities

*(f.) strategies to increase effective parental involvement; X

Link TSIP Pg#

_130-132____ to

activities

*(g.) plans for assisting preschool children from early

childhood programs to elementary school programs; NA

Link TSIP Pg# _to

activities



*(h.) measures to include teachers in assessment decisions

regarding the use of assessment in improving student

performance and instructional programs; X

Link TSIP Pg#

_96________ to activities

*(i.) strategies for providing timely additional assistance to

students experiencing difficulties mastering standards; and X

Link TSIP Pg# _


*(j.) coordination and integration of federal, state, and local

services and programs. X

Link TSIP Pg# _


198. Parents are involved in the development and review of the

Title I schoolwide plan. X

Link TSIP Pg# __

_6-16__ to activities

199. Technical assistance has been provided in the development

of the school level plan by LEA or outside assistance teams. X

Attendance rosters

Meeting notes

Other _________

200. Instructional paraprofessionals work under the direct

supervision of a highly qualified teacher. Resource: §1119 X

School visits

Paraprofessionals’

and teachers’ schedules



Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition (Rubric Indicator 1.1)

SIP Leadership Team

Member Name

Leader-

ship

Chair?

(Y/N)

Position Name of Subcommittee(s) (when

applicable)

Lisa Bolton Y Business Teacher SIP Coordinator/Chair

Gretchen Thomas Y Data/Curriculum Coordinator SIP Co-Coordinator/Chair

Sandi Wilson Y Assistant Principal SIP Co-Coordinator/Chair

Bob Holder Health Teacher Component 1, Co-Chair

Charlotte Sances English Teacher Component 1, Chair

Wanda Duncan Special Ed. Teacher Component 1

Teresa Gross Special Ed. Teacher Component 2, Chair

Kathy Heckman English Teacher Component 3.1, Chair

Judy Parker Science Teacher Component 3.1, Co-Chair

Dr. Lyle Craig Math Teacher Component 3.2, Chair

Jack Lynch Economics Teacher Component 3.2, Co-Chair

Ryan Browning Government Teacher Component 3.2, Co-Chair

Nancy Cole GAP Teacher Leadership Team, Member

Connie Crutchfield Cosmetology Teacher Component 3.2, Chair

Monica Burgan Science Teacher Component 3.4, Chair

Starla Myers Special Ed. Teacher Component 4

David Seals Special Ed. Teacher Component 4, Chair

Lisa Copeland English Teacher Component 5, Chair



Jamie Wheeler Principal Leadership Team, Member

Sheryl Hunt Community/Gear-Up Leadership Team, Member

Mark Honaker Community Leadership Team, Member

Traci Powers Community/Roane State Leadership Team, Member

Dr. Debbie Petree Community Leadership Team, Member

Lisa Hatfield Parent Leadership Team, Member

Amy Long Parent Leadership Team, Member

Johnnie Lou Hickman Parent Leadership Team, Members

Johnny Byrge Parent/School Bd. Member Leadership Team, Member

Eugene Lawson School Board Member Leadership Team, Member

Mike Orick School Board Chairman Leadership Team, Member

Homer Rutherford School Board Leadership Team, Member

Rector Miller School Board Member Leadership Team, Member

David Lynch School Board Member Leadership Team, Member

J.L. Collins School Board Member Leadership Team, Member

Brandon Johnson Student (Beta Club/ROTC) Leadership Team, Member

Vee Burden Student Leadership Team, Member

Jacob Perkins Student Leadership Team, Member

Leigh Sheperd Student Leadership Team, Member

Karen Housley Non-Certified Personnel Leadership Team, Member

Debbie Douglas Non-Certified Personnel/Social

Worker Leadership Team, Member

Katherine Ayers School Counselor Leadership Team, Member

Craig Ivey Special Education Liaison Leadership Team, Member




In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group.

Indicate which member serves as the subcommittee chair.

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance

the subcommittee has met and minutes are on file.

TEMPLATE 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2)

Member Name Position Chair

Lisa Bolton Business/ Computer Teacher Y

Jamie Wheeler Principal

Charlotte Sances English Teacher Y

Bob Holder Health Teacher

Wanda Duncan Special Ed. Teacher

Knud Salveson JROTC Teacher

Frank Tierney JROTC Teacher

Marsha Morton P. E. Teacher

Nancy Cole GAP Instructor Y

Monica Bane Science Teacher

Kim DeBord Special Ed. Teacher

Amy Hammac Criminal Justice Teacher

Katherine Ayers Guidance

Anna Castleberry Business Teacher

Karen Housley Secretary

Sherry Brown Attendance Secretary



Gina Adrian English Teacher

Judy Berry Cafe. Mgr.

Dora Wilcox Nursing Teacher

Jeff Wilson Custodian

Kathy Lipps Business Teacher

Julie Hatmaker Math Teacher

Mindy Helton Fox Science Teacher

Ann Browning History Teacher

Justin Price Math Teacher

Gretchen Thomas Curriculum Coordinator

Adel England Custodian

Jason Clear Custodian

Carol Yong Cook

Venia Wilson Cook

Becky Brummitt Assistant

Tony Chapman Assistant

(tab in last cell to create a new row as needed)

Component 1 Subcommittee has met to address critical

components of the SIP and minutes are on file. YES NO

Subcommittee 1 Chair Signature



Subcommittee for COMPONENT 2 Beliefs, Mission and Vision


Teresa Gross Special Ed. Teacher Y

Mary Ann Cummins Intervention Teacher

John Rhea Agriculture Teacher

Tim Hooks Special Ed. Teacher

Carol White Non-Certified Staff

Gary Lindsey Security Guard





Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and

Organizational Effectiveness


Judy Parker Science Teacher

Eric Reynolds Agriculture Teacher Y

Kathy Heckman English Teacher

Sherry Chapman Assistant Principal



Makecha Marlow History

Kyra Pierce School Counselor

Jenette Heatherly Computer Teacher

Sheryl Hunt Graduation Coach

Charlotte Ivey Special Ed. Principal

Leora Boshears Special Ed. Secretary

Renee Combs ESL Teacher

Barney Goins Building and Trades Teacher

David Miller Building and Trades Teacher

Tony Brown Gate Guard

Dwayne Lee Auto Mechanics Teacher

Kathy Childress Assistant

Kathy Henderson Assistant

Dr. Lyle Craig Math Teacher Y

Jack Lynch Government Teacher

Ryan Browning Economics Teacher

Shelly King Science Teacher

Chris Honeycutt Math Teacher

Lisa Walli Leach Math Teacher

Donna Prater Music Tacher

Rita Chadwell Science Teacher

Karen Evans Assistant

Kenneth Hunley Spanish Teacher Y

Connie Crutchfield Cosmetology Teacher

Matt Housley Math Teacher



Pat Bowman English Teacher

Suzanne Crumley History Teacher

Ronnie Smith History Teacher

Chris Sutphin Special Education Teacher

Traci Chambers Marketing Teacher

Melissa Perkins School Counselor

Robert Kerr English Teacher

Ken Owens School Counselor

Kyra Pierce School Counselor

Rick Hunley Math Teacher

Debbie Douglas Social Worker

Harold King Custodian

Charlie Martin Custodian

Teresa Webb Cook

Monica Burgan Science Teacher Y

Robin Vanetten Secretary

Billie Jo Watts Rolston Theatre Arts Teacher

David Jones Assistant Principal

Monte Copeland Math Teacher

Betty Pierce English Teacher

Angleen Broyles Homebound Teacher

Marsha Morton Health/P.E. Teacher

Starla Myers Special Ed. Teacher

Tony Brown Gate Guard

April Taylor Culinary Arts Teacher



Tony Richardson Custodian

John Robinson Custodian

Sharon Shepherd Nurse

Michael Perkins Custodian

Tonya Underwood Cook

Lillian Phillips Cook

Connie Massengill Cook/Parent

Belinda McCullah Assistant

Matt Price Math Teacher





Subcommittee for COMPONENT 4 Action Plan Development


David Seals Special Ed. Teacher Y

Wanda Duncan Special Ed. Teacher

Debbie Frazier English Teacher

Georgea Green Art Teacher

Paul Green P. E. Teacher

Mike Ridenour Technology Teacher

Jason Ivey Spanish Teacher

Margaret Smith History Teacher



Chris Shouse Health Teacher

Faye Comer Bookeeper

Don Hendricks Band Teacher

Juanita Lloyd Cook

Crystal Caroll Cook

Pinkie Violet Assistant

George England Custodian

Sue Seale Assistant

Justin Price Math Teacher







Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation


Lisa Copeland English Teacher Y

Jennifer Seals Librarian

Sandi Wilson Assistant Principal

Brad Collette Business Teacher

Robin Mullens FACS Teacher

Kim Wilson Secretary

Gretchen Thomas Data/Curriculum Coordinator








TEMPLATE 1.3.1: Data Sources (including surveys) (Rubric Indicator 1.3)

Data Source Relevant Findings

STAR School Enrollment Data 2011-2012 ADM as of 01/17/12 was 1312.

NCLB Report of Adequate

Yearly Progress

2011 Report Card of Adequate Yearly Progress report indicates that

CCHS made AYP in all areas.

End of Course Reports 2010-2011 EOC reports show that Algebra I students are 55%

proficient/advanced (all), economically disadvantaged students are 52%

proficient/advanced

English II students are 75% proficient/advanced, economically

disadvantaged students are 69% proficient/advanced

TVAAS Report

End of Course

In 2011 gains in Reading/Language Arts significantly above the state.

Biology was below the state average. Algebra I was not detectably

different from the state.

TCAP 8tth

Grade

reports/Edusoft/Explore

8th grade TCAP reports, Edusoft reports, and Explore reports were used

for 9th grade class placement and determining at-risk status.

Six week grade analysis Grade level counselors have checked all grades for the first semester.

Parent and student conferences were scheduled to address problems.

Grades were also analyzed by teacher to see if there are any issues that

need to be addressed.

Compass-E2020 diagnostic

assessment

Individualizes reports and develops program based on student

individual needs




Graduation Report The 2010-2011 graduation rate was 82.8%.

School Discipline Report As of 01/17/12 there were a total amount of 149 discipline reports.

Males suspensions were 118, females were 31. There were 40 -

fighting, 1 - drugs, 1 - weapons, 5 - theft, 1 -vandalism, 1 - threat, 0 -

bullying, 2 - assault of staff, and 3 -assault of students. (information

obtained from star student)

Cafeteria Report (students

anonymous)

67% of students eat free or reduced lunch.

Special Education Report 10.28 % of the CCHS population is classified as special education

students (86 males and 42 females) This includes: 112 CDC students

and 16 Resource students and 6 Homebound students.

Attendance Report As of 01/17/12, the average daily membership was 1312.

Homebound Records Currently there are 6 students on homebound status.

Personnel Records for CCHS There are 86 faculty members at CCHS. A majority of faculty (59/83)

hold a MS or higher degree and a professional license. 100% of

classroom teachers are highly qualified (in those subjects that can be

deemed Highly Qualified). There are 50 female and 36 male faculty

members. 100% are white.

ACT reports CCHS student scores fell .4 points from the previous year on the

composite score and also decreased in all subject areas.

AP Reports AP reports show that CCHS students are generally scoring high enough

on AP exams to receive college credit in US History and English, but

not Chemistry and Biology.

CCHS Master Schedule CCHS offers a wide-range of curriculum choices for its student

population. This includes regular education, special education, CTE

education, advanced placement, and dual-credit courses. Technology

classes and computer labs are available to students. Intervention

classes are offered for Algebra I and English II. A GAP program was




added in 2009 to increase graduation rate.

Student Handbook All students are given a student handbook at the beginning of the school

year, or upon enrollment at CCHS.

School Climate Survey given

to Parents Results pending

JROTC Evaluation The JROTC program at CCHS consistently receives the highest awards

and distinctions available for the program in the four parts of JROTC

evaluation conducted by the U. S. Army:

1. Cycle "A" Formal Inspection - CCHS scored a 597 out of 600 on

their last inspection (13 MAR 07)

Cycle "B" Assistance Visit - CCHS scored 2000 on the last two

evaluations (SY 05-06 and 08-09)

2. School Program Assistance Visit

3. Cycle C Assistance Visit- CCHS has always scored well on these

evaluations (records in the JROTC office)

4. Annual Unit Report - This evaluation has a maximum score of 400

points. The JROTC department has never received a score below 400

points in the sixteen years that JROTC has been at CCHS.

Faculty Attendance Rate As of 1/24/12, the total number of teacher absences at CCHS for 2011-

2012 555 for 86 teachers.

Post Secondary Placement In the last three years, over half of the Campbell County High School

graduating class has gone to college or vocational school. The number

of armed forces enlistments has declined over the last 3-4 years. Less

than 1% of 2008 and 2009 graduates entered the military. Information

on the 2010 graduates indicates that those attending a 4 or 2 year

college was 59% for this past school year. Compared to recent years,

the number of students attending a two year or four year college is

increasing. This may be the result of the improvement in the Tennessee

scholarship programs (i.e. Hope Scholarships).



TEMPLATE 1.3.2: School and Community Data (Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

Student Characteristics

As of 01/17/12 the total enrollment at Campbell County High School for the 2011-12 school year

was 1316. Of that total, 98.2 % are White, .007 % is Hispanic, .004% is African-American, and

.002 % is Asian.

A large percentage of students at CCHS come from low socio-economic backgrounds. At CCHS,

67% of students receive free and/or reduced lunches.

10.28% of CCHS population is classified as special education students (86 males and 42 females) This

includes: 112 CDC students and 16 Resource students.

There are currently 2 foreign exchange students at CCHS. As of 01/17/12 there were a total amount of 149 discipline reports. Males suspensions were 118, females

were 31. There were 40 - fighting, 1 - drugs, 1 - weapons, 5 - theft, 1 -vandalism, 1 - threat, 0 - bullying,

2 - assault of staff, and 3 -assault of students. (information obtained from star student)

A majority of students, (67%) eat free or reduced lunch. This is a reflection of our feeder

schools, as well as the economic conditions in Campbell County.

There are currently 13 female students at CCHS that are pregnant or parenting.

STAR School Enrollment Data

Student enrollment has decreased slightly this school year. Additionally, local population is

increasing and projected to keep growing moderately over the next few years.



School Discipline Report

As of 01/17/12 there were a total amount of 149 discipline reports. Males suspensions were 118, females

were 31. There were 40 - fighting, 1 - drugs, 1 - weapons, 5 - theft, 1 -vandalism, 1 - threat, 0 - bullying,

2 - assault of staff, and 3 -assault of students. (information obtained from star student)

Cafeteria Report (students anonymous)

A majority of students, (67%) eat free or reduced lunch. This is a reflection of our feeder

schools, as well as the economic conditions in Campbell County. Campbell County High School

became a Title I school for the first time in its history in 2009.

Special Education Report

10.28% of CCHS population is classified as special education students (86 males and 42 females) This

includes: 112 CDC students and 16 Resource students.

Attendance Report



.002 % is Asian.

Graduation Report

The 2010-2011 graduation rate was 82.8%.

Homebound Records

Currently there are 6 students on homebound status.



Advanced Placement Data

We had students take AP exams in the areas of US History, Biology, Chemistry, and English

Literature and Composition. When analyzing data consideration was taken due to the low

number of students that took the exam. We had 3 students test in US History, 3 students test in

the area of Biology, 6 in Chemistry, and only 1 in English. Our data did show that that our

students’ performed reasonably comparable to the global mean population (total population of

students who took the exam) on the multiple-choice sections of the exams. Overall, when

averaging all 4 exams together, our students scored an average of 33.90 on the multiple choice

section of the test. The global population scored an average of 35.75 on the multiple-choice

section, which is only a difference of 1.85. Each AP exam also includes a Free-Response section

on each exam. The global mean overall when averaging all 4 exams together was 32.65, while

our group mean was 25.25. With a 7.4 average score difference the data showed that our students

scored significantly lower on the free-response section of the AP exams.

Faculty Attendance Rate

As of 1/24/12, the total number of teacher absences at CCHS for 2011-12 was 555 for 86 teachers.

CCHS Master Schedule

The CCHS Master Schedule is designed each year to best fit the needs of the students, teachers, and

community while offering a wide-range of curriculum choices for its student population. The master

schedule was altered in 2009 in order to move from a block schedule to a 7 period day. In 2009, the

Tennessee Graduation requirements increased to 24 credits for incoming freshman, 25 for sophomores, 26

for juniors and seniors. In this change process driver’s education and keyboarding were eliminated from

the master schedule. Course offerings include regular education, special education, CTE education,

advanced placement, and dual-credit courses. A GAP program was added in 2009 to increase graduation

rate. Three intervention labs are available every period and course credit is available. Credit recovery is

available after school, and in the summer. In 2011, the master schedule was once again altered to return to

a 4x4 block schedule.



Student Handbook

Student handbooks are given to students upon enrollment. The student handbook contains

school rules and guidelines, class descriptions and requirements. The handbook is a guide for

students to clubs, school activities, and sports

Chamber of Commerce, US Census 2000, Tennessee Dept. of Labor

Population Data*

Region: East Tennessee

Square Miles (2000 Census): 480

Population – LaFollette (2000 Census): 7,926

Population – Jacksboro (2000 Census): 1,887

Population – Caryville (2000 Census): 2,243

Population – Campbell County (2000 Census): 39,854

Percent Nonwhite – City (2000 Census): 2.5%

Percent Nonwhite – County (2000 Census): 1.9%

Number of Public High Schools 2

High school graduates, percent of persons age 25+, 2000

(2000 Census)

58.7%

Bachelor's degree or higher, pct of persons age 25+, 2000

(2000 Census)

7%

Population Data:

There are approximately 40,000 people living in the Campbell County area, with the population

of LaFollette at approximately 8,000. There are two other cities, Jacksboro and Caryville, both are

smaller in population than LaFollette. It is a rural area, with service businesses and small manufacturing

businesses. Both the city and the county are predominantly white. There are 2 public high schools inside

the county. The majority of students attend public high school. The percent of people that have a high

school diploma is 58.7% and those that have a bachelor’s degree or higher is 7%. This is a reflection of

the parents and guardians of our student population. A slight majority of parents should have graduated

from high school, based on the census.



NCLB Report of Adequate Yearly Progress

The 2011 NCLB report of adequate yearly progress indicates that CCHS made AYP in all areas.

Student Characteristics



.002 % is Asian.

A large percentage of students at CCHS come from low socio-economic backgrounds. At CCHS,

67% of students receive free and/or reduced lunches.

Staff Characteristics and Personnel Records for CCHS

A majority of teachers hold a masters degree or higher, (59), while 25 hold a bachelor’s degree.

One teacher has a +30, one has +45, and ten have a specialist degree. One has a doctorate. One

teacher is CTE certified, with 1 JROTC instructor having an associate degree, and in the process

of obtaining a BS. The majority of teachers are white. There are 50 female and 36 male faculty

members. All core subject teachers are highly qualified in appropriate subject areas. The average

years of experience are 16.24, with a range of experience from 0 years to 40 years.

Strategies are in place to attract highly qualified teachers. Central office attends college career

fairs to attract teachers. The availability of technology within the school, parent support, and

teacher mentor programs are also used as advantages and benefits to attract highly qualified

teachers.

All paraprofessionals work under highly qualified teachers.

STAFF Characteristics Survey



Campbell County High School

Name Highest

Degree

Years

Experience

License

Type

Highly

Qualified Gender Race

Bane, Monica Masters 15 Professional Yes Female White

Bolton, Lisa MBA 17 Professional NA Female White

Ivey, Jason Masters 6 Apprentice Yes Male White

Parker, Judy Bachelors 3 Apprentice Yes Female White

Salveson, Knud M.S. 38 JROTC NA Male White

Tierney, Francis Associates 15 JROTC NA Male White

Leach, Lisa Masters 14 Professional Yes Female White

Wilson, Sandi Masters 5 Professional NA Female White

Browning, Ann Masters 13 Professional Yes Female White

Browning, Ryan Bachelors 12 Professional Yes Male White

Lee, Dewayne Masters 13 Professional NA Male White

Hunley, Rick Masters 32 Professional Yes Male White

Copeland, Lisa E.D.S. 12 Professional Yes Female White

Copeland, Monte Masters 18 Professional Yes Male White

Lawson, George Bachelors 30 Professional NA Male White

Heatherly, Jeanette Masters 16 Professional NA Female White

Chadwell, Rita Masters 2 Apprentice Yes Female White

Prater, Donna MME 20 Professional Yes Female White

Holder, Robert Masters 17 Professional NA Male White

Wheeler, Jamie Masters 24 Professional NA Female White

Gross, Teresa Masters 29 Professional Yes Female White

Hooks, Tim Masters 14 Professional Yes Male White

Collette, Brad Bachelors 6 Professional NA Male White

Seals, Jennifer Masters 13 Professional Yes Female White

Lipps, Kathy Masters 21 Professional NA Female White

Duncan, Wanda Masters +45 5 Professional Yes Female White

Burgan, Monica Masters 12 Professional Yes Female White

Thomas, Gretchen Masters 14 Professional NA Female White

Ivey, Craig Masters 10 Professional NA Male White

Chapman, Sherry EDS, Admin 23 Professional NA Female White

Goins, Byron Bachelors 24 Professional NA Male White

Wilcox, Dora Bachelors 14 Professional NA Female White

Heckman, Katherine Masters 6 Professional Yes Female White

Chadwell, Tom Masters 3 Professional Yes Male White

Reynolds, Eric Masters 12 Professional Yes Male White

Hatmaker, Julie Masters 25 Professional Yes Female White

Honeycutt, Chris Bachelors 3 Professional Yes Male White



Seals, David Masters 7 Apprentice Yes Male White

Miller, David Bachelors 25 Professional NA Male White

Crutchfield, Connie Bachelors 4 Professional

Occupational NA Female White

Hendricks, Donald Masters 37 Professional NA Male White

Bowman, Patricia Bachelors 30 Professional Yes Female White

Shouse, Chris Bachelors 14 Apprentice NA Male White

King, Shelly Masters 35 Professional Yes Female White

Myers, Starla EDS 9 Apprentice Yes Female White

Sances, Charlotte Bachelors 36 Professional Yes Female White

Morton, Marsha EDS 23 Professional NA Female White

Green, Georgea Masters 33 Professional NA Female White

Green, Paul Masters 32 Professional NA Male White

Fox, Mindy Masters 26 Professional Yes Female White

Grimm, Stephanie Masters 6 Professional NA Female White

Hammac, Amy CTE 5 Professional

Occupational NA Female White

Frazier, Deborah EDS 17 Professional Yes Female White

Chambers, Traci Masters 7 Professional NA Female White

Smith, Margaret Masters 28 Professional Yes Female White

Crumley, Suzanne EDS 17 Professional Yes Female White

Castleberry, Anna Bachelors 17 Professional NA Female White

Rhea, John Masters 32 Professional NA Male White

Ridenour, Mike Masters 18 Professional NA Male White

Combs, Renee Masters 11 Professional Yes Female White

Cummins, Mary Ann Masters 26 Professional Yes Female White

Smith, Ronald Bachelors 36 Professional Yes Male White

DeBord, Kim Masters 14 Professional Yes Female White

Pierce, Betty EDS 29 Professional Yes Female White

Owens, Ken MS 22 Professional NA Male White

Perkins, Melissa MS 11 Professional NA Female White

Pierce, Kyra MS +30 11 Professional NA Female White

Jones, David MS 31 Professional NA Male White

Lynch, Jack MS 26 Professional Yes Male White

Taylor, April Bachelors 1 Apprentice NA Female White

Craig, Lyle Doctorate 16 Professional Yes Male White

Cole, Nancy Bachelors 3 Apprentice NA Female White

Rolston, Billie Jo

Watts Bachelors 5 Professional Yes Female White

Housley, Matt Bachelors 2 Apprentice Yes Male White

Hunley, Kenneth Bachelors 10 Apprentice Yes Male White

Marlow, Makecha Bachelors 7 Professional Yes Female White

Sutphin, Christopher Bachelors 11 Out of state Yes Male White



Ayers, Katherine EDS 16 Professional NA Female White

Adrian, Gina Masters 4 Professional Yes Female White

Boshears, Samuel Bachelors 1 Apprentice Yes Male White

Kerr, Robert Masters 8 Professional Yes Male White

Templin, Don Masters 40 Professional Yes Male White

Price, Matthew Masters 5 Professional Yes Male White

Price, Justin Masters 5 Professional Yes Male White

Bolton, Larry Bachelors 6 Professional NA Male White

Mullens, Robin Bachelors 20 Professional NA Female White

Dobyns, Christine Bachelors 6 Professional Yes Female White

JROTC Findings

The JROTC program at CCHS consistently receives the highest awards and distinctions available for the

program in the four parts of JROTC evaluation conducted by the U. S. Army:

1. Cycle "A" Formal Inspection - CCHS scored a 597 out of 600 on their last inspection (13 MAR 07)

Cycle "B" Assistance Visit - CCHS scored 2000 on the last two evaluations (SY 05-06 and 08-09)

2. School Program Assistance Visit

3. Cycle C Assistance Visit- CCHS has always scored well on these evaluations (records in the JROTC

office)

School Characteristics

Campbell County Comprehensive High School was established in 1977 by combining the former

Jacksboro and LaFollette High Schools. The school first served grades 10-12. In 1983-1984

wings were added to include 9th

grade students, making CCHS a 9-12 school.

CCHS experienced a tragic shooting in 2005 –one assistant principal was killed and two other

principals were critically injured. The seniors of 2008-2009 were the last class of students

remaining at the school who were enrolled in the school during the shooting. Staff, students, and

the community are still recovering from this tragedy.

In 2007, a Freshman Academy was created to better meet the needs of incoming Freshman. In



2009 the Freshman Academy was abolished.

Many changes in administration were made for the 2008-2009 school year including: new

principal, one new assistant principal, elimination of one assistant principal position, new

registrar position, new graduation coach position, and new curriculum/data coordinator position.

In December, one assistant principal was moved and replaced

In 2009 all administrative positions from the previous year remained. However, in 2010, many

changes in administration took place including: Interim Director of Schools appointed, new CTE

Supervisor, and one new assistant principal.

In 2011, changes once again took place. A new Principal was named, a new Curriculum

Coordinator hired, new Director of Schools appointed, new Secondary and Elementary

Supervisors, and a new Federal Programs Director appointed.

The CCHS Master Schedule is designed each year to best fit the needs of the students, teachers, and

community while offering a wide-range of curriculum choices for its student population. The master

schedule was altered in 2009 in order to move from a block schedule to a 7 period day. The Tennessee

Graduation requirements increased to 24 credits for incoming freshman, 25 for sophomores, 26 for juniors

and seniors. In this change process driver’s education and keyboarding were eliminated from the master

schedule. Personal finance/financial planning were added as a requirement for all incoming freshman. In

2011, a shift from seven periods a day back to a 4x4 block schedule occurred. Course offerings include

regular education, special education, CTE education, advanced placement, and dual-credit courses. A

GAP program was added in 2009 to increase graduation rate. Three intervention labs are available every

period and course credit is available. Credit recovery is available after school.

In an effort to communicate expectations to students, handbooks are given to students upon

enrollment. The student handbook contains school rules and guidelines, class descriptions and

requirements. The handbook is a guide for students to clubs, school activities and sports.

Regular faculty meetings are held to ensure communication among faculty and administration.

Daily e-mails are sent from administration to all staff members.

Several non AYP subject instructors and programs have taken direct aim at assisting AYP area



improvements. These programs or course subject areas are the Junior Reserve Officer Training

Corps (JROTC), CTE, and the student council.

In 2011 the student council planned the third Homecoming Parade in 20 years. Due to spirit

week and pep rally activities, the school and community felt a much needed boost of school

pride.

The JROTC program emphasizes leadership, citizenship, history, communication, mental health,

wellness and living skills topics in an intense curriculum. JROTC requires individual writing

assignments every six weeks; a word of the day section in student daily folder maintenance, and

1-3 individual oral presentations every six weeks.

The student council yearly initiatives emphasize individual involvement as a team member in

school, and community activities. These include appreciation days, visitation actions, and

government involvement programs.

There is continuous effort at Campbell County High School to involve countless community

activities and organizations, as well as higher education entities in CCHS improvement actions.

The county road department completed construction of an athletic pole vault facility at CCHS.

It also installed a guard rail around the football field travel road. The CCHS JROTC booster

club raised funds to sponsor the CCHS Drill Team at the National Drill Championships in

Daytona Beach, Florida. Funds were raised through concession stand actions, car washes and

the county Christmas Parade Float winnings. The JROTC Booster Club has won 1st or 2

nd place

in the county Christmas Parade for the last 5 years. First National Bank of LaFollette has

sponsored several sports activities through their operation of a concession stand for select

sporting events. The LaFollette Utilities Board drilled telephone pole holes for the CCHS

JROTC obstacle course this past year.

Parent/Guardian demographics



The results from the CCHS survey (2010) were as followed: fifty-eight percent (58%) of

CCHS’s households were married, fourteen percent (14%) were listed as single parent homes,

nineteen percent (19%) were divorced, and less than one percent (.08%) were listed as other. Forty-eight percent (48%) of parents completed high-school, twelve percent (12%) hold higher

degrees, eleven percent (11%) had technical degrees, twenty-one percent (21%) did not graduate

from high school, less than one percent (.04%) have GED and less than one percent (.03%) have

less than an eighth grade education.

CCHS’s parent/guardian population is predominantly employed in the service industry or as

factory workers. The remaining population is employed in a multitude of other fields including

professional occupations, retail, government, mining, trucking, medical and farming. Many of

the parents/guardians travel to surrounding counties to find employment.

We are currently awaiting results from the 2011-12 survey that was given in November 2011.

Community characteristics

There are approximately 40,000 people living in the Campbell County area, with the population of

LaFollette at approximately 8,000. There are two other cities, Jacksboro and Caryville, both are smaller

in population than LaFollette. It is a rural area, with service businesses and mostly smaller manufacturing

businesses. Both the city and the county are predominantly white. There are 2 public high schools inside

the county. The percent of people that have a high school diploma is 58.7% and those that have a

bachelor’s degree or higher is 7%.

*Campbell County Chamber of Commerce

Chamber of Commerce, US Census 2000, Tennessee Dept. of Labor

Population Data*

Region: East Tennessee

Square Miles (2000 Census): 480

Population – LaFollette (2000 Census): 7,926

Population – Jacksboro (2000 Census): 1,887

Population – Caryville (2000 Census): 2,243



Population – Campbell County (2000 Census): 39,854

Percent Nonwhite – City (2000 Census): 2.5%

Percent Nonwhite – County (2000 Census): 1.9%

Number of Public High Schools 2

High school graduates, percent of persons age 25+, 2000

(2000 Census)

58.7%

Bachelor's degree or higher, percent of persons age 25+,

2000 (2000 Census)

7%

The Campbell County School System is the only public school system in the county. The county

has one private school, serving students in kindergarten to eighth grade.

Unfortunately, in recent years, Campbell County has seen a shift of businesses and employment

to Clinton Industrial Park (Anderson County), Knox County and Oak Ridge. This has left fewer

jobs and many empty buildings, thus leading to lower incomes and fewer employment

opportunities for its citizens. Many of its residents now rely on federal and state assistance and

housing. CCHS is located within six miles of the town and county’s largest federal assisted

housing units.

Campbell County has a population of 40,000 residents with forty-three point nine percent

(43.9%) being urban. The median household income is approximately $25,285, much lower than

the state ($36,320). The county also has more adults (21.3%) and children (28.9%) living below

the poverty line than the state (13.6% and 18.9%, respectively). The largest employer in the

county is Campbell County Board of Education, which employs approximately 1,200 people.

The major employers of Campbell County are: St. Mary’s, Campbell County Board of

Education, Wal-Mart, Lowe’s, Tyson Chicken, Coal Industry, and several small manufacturing

companies. Campbell County is home to many civic and community organizations such as: Lion’s Club,

Rotary Club, Garden Club, Business and Professional Women’s Club, Delta Kappa Gamma,

Masonic Lodge, Kiwanis Club, and many other supportive clubs and organizations.



Component 1b – Academic and Non-Academic Data Analysis/Synthesis

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4)

List Data Sources

STAR School Enrollment Data

NCLB Report of Adequate Yearly Progress

End of Course Reports

TVAAS Report

End of Course

TCAP/DiscoveryEd/Explore 8th

Grade reports

Compass-E2020 diagnostic assessment

Advanced Placement Exam Reports

ACT Reports



NAEP Test

Graduation Report

School Discipline Report

Cafeteria Report (students anonymous)

Special Education Report

Attendance Report

Homebound Records

Personnel Records for CCHS

CCHS Master Schedule

Student Handbook



Parent Survey

JROTC Evaluation

Faculty Attendance Rate

Post Secondary Placement

Teacher Attendance Report



TEMPLATE 1.5: Data Collection and Analysis (Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.

The data collection and analysis process at CCHS has involved many teachers and stakeholders.

The curriculum/data coordinator met with all subject areas where data were available and trained

the teachers to understand and analyze all available data. The teachers were placed on sub-

committee groups to analyze the data and write their analyses for the TSIP. The content area

teachers in math, English, science, and history – along with other stakeholders on the committees

analyzed the Gateway, EOC, and TVAAS data. Detailed analysis included: gender

disaggregation, economically disadvantaged, and growth differences between low, middle, and

high achieving students (other subgroups were studied, but there were not enough students in

other subgroups for thorough analyses). The data study groups then determined areas of strength

and need based on the data and wrote analysis reports for the TSIP.

Other subcommittees collected non-academic data: survey data, report card data, state report

card data, CTE data, and JROTC data. The surveys were created by each subcommittee and

analyzed by that committee. Survey data were analyzed by determining the percentage of

participates who responded to each response on each item. The areas of strength and need were

determined based on the highest and lowest scoring items of these responses.

The Curriculum coordinator continues the process of training and encouraging teachers to deliver

data driven instruction.



TEMPLATE 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6)

Report Card Data Disaggregation

English 1 (9th Grade) End-of-Course Test

Chart 1.1

End-of-Course Results in Percentages

ALL STUDENTS

2009-10 School Year

2010-11 School Year

Proficient/Advanced 62.1% 67.2%

Basic/Proficient 52.3% 55.1%

Below Basic 47.7% 47.3%

As is noted in Chart 1.1, during the 2009/10 school year, 62.1% of students taking the English I, End-of-Course exam passed with scores in the “Proficient & Advanced” range. 52.3% were considered “Basic”, and 47.7% scored in the “Below Basic” range. In the 2010/2011 school year, those in the “Proficient & Advanced” increased to 67.2%, “Basic/Proficient” increased to 55.1%, and “Below Basic” decreased to 47.3%.

Analysis/Action Items English 1.1 Approximately 62.1% of all English I students tested passed with scores in the “Proficient & Advanced” ranges in 2009/2010. In 2010/2011, percentages were 67.2% “Proficient & Advanced”. Efforts to improve scores should continue during the current school year, including the use of Middle School test data, and benchmark testing throughout the school year. These strategies will allow for the identification of areas of

weakness and provide an opportunity for additional practice/intervention well in advance of the English

I End-of-Course test.



Chart 1.2

End-of-Course Results in Percentages BY GENDER

2009/2010 School Year


GENDER Male Female Male Female

Proficient/Advanced

42% 62.3% 47.9 61.8%

Basic 27.3% 25.3% 32.1 51.3%

Below Basic

30.7% 12.3% 20.0 13.2%

As is illustrated in Chart 1.2, results were also examined for the 2009/2010 and 2010/2011 school years by gender. Of the males taking the test, 42% experienced scores in the “Proficient/Advanced” range for the 2009/2010 school year while 62.3% of the females scored in the “Proficient/Advanced” range. Forty-two percent (27.3%) of males scored in the “Basic” range and 25.3% of females scored in the “Basic” range. In 2010/2011, 47.9% of males and 61.8% of females

scored in the “Proficient/Advanced” range while

32.1% of the males scored “Basic” and 51.3% of the females scored “Basic”.

Analysis/Action Items English 1.2 In comparing the 2009/2010 and 2010/2011 school years, scores increased for male students. However, there was a slight decrease in scores among female students. Both the increase and decrease in scores is mostly due in part to the greater focus on new state standards and higher expectations in teaching these standards. Continued use of middle-school test data, pre/practice tests, interventions, etc, will continue to help improve scores by providing an opportunity to identify and correct areas of weakness in advance of the End-of-Course tests, and will provide opportunities for additional instruction and assistance.

English 2 (10th Grade) End of Course Exam

Chart 2.1



Proficient/Advanced

66.4% 60.5%

Basic 28.5% 29.4%

Below Basic

5.1% 10.1%

As is illustrated in Chart 2.1, 66.4% of students taking the English II End of Course during the 2009/2010

school year scored in the “Proficient/Advanced”

range. In 2010/2011, 60.5% of students scored in the “Proficient/Advanced” range.

Analysis/Action Items, English 2.1 As is noted, the number of students scoring in the “Proficient/Advanced” range in 2009 decreased by



5.9% in 2010/2011. The reduction in percentages of scores in 2010/2011 is due mostly in part to new state standards and higher expectations in scoring.

Similar to the English I, End-of-Course test, it is believed that utilizing pre/practice tests and interventions well in advance of the scheduled testing could result in further improvement by providing the data needed to provide additional instruction/practice.

Chart 2.2

End of Course Results in Percentages BY GENDER




Proficient/ Advanced

62.1% 70.4% 52% 67.5%

Basic 31.1% 26.1% 34.3% 25.4%

Below Basic

6.8% 3.5% 13.7% 7.1%

Chart 2.2 provides a breakdown of performance relative to the English II End of Course test by gender for both 2009/2010 and 2010/2011 school years. During the 2009/2010 school year, 62.1% of males performed in the “Proficient/Advanced” range and 70.4% of females performed in the “Proficient/Advanced” range. In 2010/2011, 52% of males scored in the “Proficient/Advanced” range and 67.5% of females scored in the “Proficient/Advanced” range.

Analysis/Action Items, English 2.2 Females have statistically out-performed males on the English II exam for several years, and this trend continues. Continued use of middle-school test data, along with pre/practice tests well in advance of the End of Course exam, will continue to provide opportunities to identify areas of weakness and provide opportunities for additional practice/instruction.



English 3 (11th Grade) Writing Assessment

English III Writing Assessment in Percentages

ALL STUDENTS


2010/2011School Year

Proficient/Advanced 93.9% 97%

Basic 6.1% 3%

Below Basic 0% 0%

As is noted in chart 3.1 in 2009/2010, 93.9% of students completing the English III Writing Assessment scored within the “Proficient/Advanced” range. No student scored in the “Below Basic” range. In 2010/2011, 97% of students scored in the “Proficient/Advanced” range. This was a 3.1% increase from the previous year.

Analysis/Action Items, English 3.1 As previously stated, in 2010/2011 97% of students completing the English III Writing Assessment scored within the “Proficient/Advanced” range. This is a 3.1% increase from the previous year. It is also important to note that the

percent of students scoring in the “Below Basic” range remained steady at 0%.

In 2009/2010 CCHS implemented a cross-curriculum, persuasive writing component in the all of the classes. This

practice helped to improve scores overall, and it is hoped that continued, cross-curriculum practice will result in improvements during the current school year. In addition, efforts are underway to ensure that all teachers have received training in persuasive writing, are acquainted with the rubrics and scoring procedures used by the state, and continue to implement practice opportunities within their classrooms.

English III Writing Assessment in Percentages BY GENDER




Proficient/ Advanced

89.4% 97.0% 93.6% 100%

Basic 10.6% 3.0% 6.4% 0%

Below Basic

0% 0% 0% 0%

As shown in Chart 3.2, no students scored in the “Below Basic” range for either school year. Eighty-nine (89.4%) percent of males scored in the “Proficient/Advanced” range, in 2009/2010 and increased to 93.6% in 2010/2011. Ninety-seven percent (97%) of females completing the writing assessment in 2009/2010 scored in the “Proficient/Advanced” range. This increased to 100% in 2010/2011.

Analysis/Action Items, English 3.2 Male students performing in the “Proficient/Advanced” range increased by 4.2% from 2009/2010 to



2010/2011, and female student performance in this range increased 3%. Gains were experienced overall for both male and female students. In addition, efforts to provide writing instruction within English I and English II (9

th and 10

th grade respectively) are paramount to efforts to

improve these scores.

English III Writing Assessment Scores Comparisons

Writing scores have steadily increased at CCHS over the last several years.

2009 2010 2011

3.8 4.0 4.2

Growth Differences

In 2009-2010, The students at CCHS made tremendous gains in TVAAS achievement, moving from below the state to above the state

predicted scores. Students in all quintiles showed gains above the predicted scores. 2010-2011 scores reflect that students continued

to show gains above the predicted score



Growth Differences - Value Added Report for Algebra I

The 2011 Value added report indicated CCHS Algebra I progress is not detectable from the state average. Intensive training for math

teachers has been ongoing and will continue.

2011 School Value Added

Campbell County Comprehensive High School in Campbell County

EOC/AYP Algebra I

Subject Year N

Mean

Student

Score

Mean

Score

%-ile

Mean

Pred

Score

Pred

Score

%-ile

School

Effect

Effect

Std Err

Effect

%-ile

School

vs State

Avg

Algebra

I

2010 251 704.7 49 702.5 48 2.1 2.7 56 NDD

2011 221 700.7 40 703.8 43 -3.0 3.0 41 NDD

Progress is significantly above the average school in the state.

Progress is not detectably different from the average school in the state.

Progress is significantly below the average school in the state.

https://tvaas.sas.com/evaas/Reports/GBAReport.jsf?reportid=24&regionid=1&districtid=124&zoneid=1&schoolid=109&subjectid=36&testid=2



Growth Differences - Value Added Report for English II

The 2011 Value added report indicated CCHS English II progress is significantly above the state average. Intensive training for

English teachers has been ongoing and will continue. In addition, writing across the curriculum was implemented and will continue.



EOC/AYP English II

Subject Year N

Mean

Student

Score

Mean

Score %-

ile

Mean

Pred

Score

Pred

Score %-

ile

School

Effect

Effect

Std Err

Effect

%-ile

School vs

State

Avg

English

II

2010 271 706.3 48 697.7 37 7.9 1.7 96 Above

2011 240 701.2 43 696.1 36 4.7 1.8 83 Above







Growth Differences - Value Added Report for Biology I

The 2011 Value added report indicated CCHS Biology I progress shows no detectable difference from the state average. Biology

teachers meet bi-weekly to plan and train for testing and will continue.



EOC/AYP Biology I

Subject Year N

Mean

Student

Score

Mean

Score %-

ile

Mean

Pred

Score

Pred

Score %-

ile

School

Effect

Effect Std

Err

Effect %-

ile

School vs

State Avg

Biology I 2010 275 694.1 37 691.2 34 2.8 2.1 60 NDD

2011 289 680.2 25 684.3 29 -3.9 2.2 28 NDD







Growth Differences

The 2011 TVAAS Report indicates the growth rate of students at CCHS was not detectably different from the state.



End of Course US History

Subject Year N

Mean

Student

Score

Mean

Score %-

ile

Mean

Pred

Score

Pred

Score %-

ile

School

Effect

Effect

Std Err

Effect %-

ile

School vs

State Avg

US History 2009 217 518.7 42 517.3 40 1.3 1.7 52 NDD

2010 189 530.1 51 527.1 47 2.9 1.8 69 NDD

2011 187 526.7 43 525.8 43 0.9 1.9 52 NDD

3-Yr-Avg 593 524.9 45 523.1 42 1.7 1.0 59 NDD







ACT Data Analysis

An analysis of the 2011 ACT data showed that the average scores for the graduating class of 2011 decreased from 2010. However,

there was no detectable difference in the areas of English, Reading, and Science/Reasoning, while the Math scores were below the

state average. The overall average composite for the class of 2011 was 18.6 which was a decrease from 19.0 for the class of 2010.

Our data showed a significant difference in scores for students that took the ACT after having the core classes versus students

that tested having taken less than the core. Core classes are considered four or more years of English AND three or more years of each

math, social studies, and natural science.

AP Exam Analysis

We had students take AP exams in the areas of US History, Biology, Chemistry, and English Literature and Composition. When

analyzing data consideration was taken due to the low number of students that took the exam. We had 3 students test in US History, 7

students test in the area of Biology, 4 in Chemistry, and only 10 in English. Our data did show that that our students’ performed

reasonably comparable to the global mean population (total population of students who took the exam) on the multiple-choice sections

of the exams. 100% of CCHS students scored 3 or above, well enough to obtain college credit while at CCHS.

Attendance, Dropout, GPAs, Faculty Attendance, and Graduation Rates

ITEM 2009-2010 2010-2011

Attendance 93.2% 92.9%

Cohort Dropout 5.8% NA

Graduation percent 85.7% 82.8%

Faculty Attendance 93.8% 83.6%



TEMPLATE 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7)

Narrative Synthesis of Data CCHS in the past had scored below the NCLB benchmarks in all areas. However, in 2010

CCHS scored above the NCLB benchmarks in all areas. CCHS has continued to meet AYP in all

areas since then.

The TVAAS data indicates that CCHS students are making gains in Biology I End of Course

tests that are not detectably different from the state.

Writing scores have continued to improve over the last 3 years. The % of students

proficient/advanced moved from 93.9% during the 2009-2010 school year to 97% in the 2010-

2011 school year. The average score improved from 4.0 in 2009-2010 and to 4.2 in 2010-2011.

The U.S. History end of course exam indicates CCHS students showing No Detectable

Difference from the state in growth projection attainment.

An analysis of the 2010-2011 ACT reports indicated the CCHS students English composite

score showed an average of 18.5. This is a decrease of 0.5 from the previous year average

composite of 19.0. Scores in all ACT categories decreased from the previous year. There is

great concern that our ACT scores show the majority of our students are not scoring at the

“college ready” level on the ACT.

ACT deficiencies in all areas are a great concern and will be addressed.

The graduation rate for 2009-2010 was 85.7%. The graduation rate for 2010-2011 was 82.8%.



TEMPLATE 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8)

Prioritized List of Goal Targets

To increase ALL CORE SUBJECTS by 2% during the 2011-2012 school year.

To increase the graduation rate by 1% during the 2011-2012 school year.

Continue to advance and meet AYP and goals for Math, Science, Language Arts/Writing, and

graduation rates.



Component 2 – Beliefs, Common Mission and Shared Vision Template 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)

Beliefs

We the faculty and staff of Campbell County believe:

Campbell County High School is committed to seeking excellence by utilizing research-

based information and data to direct our decisions.

The key to excellence in our school is to have a highly qualified and dedicated staff that

has the freedom and encouragement to pursue innovations in curriculum, instruction, and

assessment.

A successful educational program focuses on the importance and uniqueness of each

student by having high expectations for all students and providing all students with the

opportunity to learn and experience achievement.

Productive communication among administration, teaching and support staff, parents, and

community leaders is essential in developing a good learning/working relationship.

Administrative decisions are made based on teacher, parent and student input.

The success of our students is based on a partnership with families, business/community

groups, and educators all working together.

Everyone that has an investment in the learning environment at CCHS will be more

productive and provide an equitable and successful learning environment when following

Campbell County High School policies.



Common Mission

The mission of Campbell County Comprehensive High School is to provide every student with

the opportunity to individually excel both academically and socially and to become productive,

motivated citizens in a diverse and changing world.

Shared Vision

Campbell County will be a center for academic excellence where all stakeholders work

collaboratively to instill a sense of pride and success through rigorous learning experiences.



TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)

Current Curricular

Practices

School uses the

Tennessee

Department of

Education state

approved

standards and

provides training

to staff in the use

of the standards.

Curriculum

is prioritized

and

mapped.

Support

system is in

place for

enhancing

the quality

of

curriculum

and

instruction.

Monitoring

is in place

for

enhancing

the quality

of

curriculum

and

instruction.

Teaching

and learning

materials

are

correlated to

the state

standards

and

distributed

to the

instructional

staff.

School

communicat

es a shared

vision of

what

students

should

know and

be able to

do at grade

level to

stakeholders

through a

variety of

media

formats.

School has

implemented

a grade

appropriate

cohesive

standards

based model

for literacy

Evidence of Practice (State

in definitive/tangible terms)

Departmental

meetings are held on a

regular basis to align

curriculum to meet the

Tennessee State

Standards.

State standards are on

discussed and on daily

lesson plans.

CTE teachers use state

curriculum in all

New state

standards have

been mapped

for core

subjects.

Teachers are

using a pacing

guide

complied by a

committee

consisting of

county wide

teachers to

Curriculum

Coordinator

helps teachers

improve their

teaching by

providing

training in the

use of

standards in

Core Subjects.

Promethean

boards, digital

Minutes from

departmental

meetings are

given to

principal or

curriculum

coordinator.

Principals and

curriculum

coordinator are

present at

school to

Most county

approved

textbooks have

a state

standards

correlation

guide.

Committees

are being

formed to

review

textbook

alignments.

Cougar Days-

grade level

orientation for

students and

parents

Parent

Visitation

meetings about

student

progress

Training

process is

ongoing for

writing across

the curriculum.

English

teachers have

been trained in

persuasive

writing

strategies, use

of web-site



courses.

Curriculum

Coordinator provides

training in use of

standards to teachers.

Curriculum

coordinator supplies

state standards lists

and training for new

teachers. All state

standards are available

online.

direct

classroom

instruction.

Alignment of

pacing guides

with weekly

lesson plans.

Curriculum

coordinator

has provided

structured

guides for

curriculum

alignment

(GLE, CLE,

CFU, and SPI)

for Algebra I

and English II.

Subject area

teachers meet

regularly to

evaluate

progress and

make

adjustments as

a team based

on formative

assessment

data. This

includes

DiscoveryEd

benchmark.

projectors,

laptops, books,

and many

other materials

are regularly

used by

teachers.

Sustained

research based

staff

development,

along with

classroom

modeling by

exemplary

teachers, is

ongoing for all

Math and

English

teachers.

CTE training

is ongoing to

CTE teachers

and director.

Principals and

curriculum

coordinator,

perform walk-

through

observations,

and feedback

is provided to

teachers

School

leadership

conduct walk-

through

observations

and give

feedback.

Curriculum

coordinator

and assistant

principal meet

regularly with

head principal

and teachers to

discuss

feedback on

observations.

Weekly lesson

plans are

monitored by

the principals.

Computer Lab

utilized daily

for at-risk

students.

End of Course

test

preparation

materials are

distributed to

all core

teachers.

Curriculum

pacing guides

and materials

distributed to

all core

classroom

teachers.

Phone calls

and letter to

parents

regarding

student

progress.

School/

Teacher web-

sites used for

parents to view

student’s

progress.

Counselors are

doing follow-

up with

parents of at

risk students at

the end of each

grading period.

Counselors are

meeting with

each

individual

student at least

twice during

the year to

review the

student’s four

year plan,

address any

needs, and

make sure

students are on

track for

graduation.

materials.

All teachers

have been

provided poster

sized rubrics

and sample

papers for

classrooms.

All CTE

teachers have

been trained in

incorporating

persuasive

writing in the

content areas.



team meets as

needed to keep

all team

members

informed on

the most recent

data and

instruction

practices used

within our

school.

Feedback from

all

stakeholders is

shared at

leadership

meetings.

Is the current practice

research-based?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle & practice of

high-performing schools?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice

been effective or

ineffective?

Effective

Effective

Effective

Effective

Effective

Effective

Effective

What data source(s) do you

have that support your

answer? (identify all

applicable sources)

Teacher lesson plans.

Staff development

agendas

Staff sign-in sheets

from staff

development

Administration

conducts formal and

informal observations

Pacing guides.

Teacher lesson

plans.

EOC test

scores in

English and

Math.

DiscoveryED

performance

Materials are

being used in

teachers’

rooms.

Faculty and

leadership

team meetings

and

professional

agendas.

Department

meeting

minutes.

Observation

notes filled out

by principals

and curriculum

coordinator at

each

observation.

Teacher sign-

in sheets.

E2020

progress

monitoring

data.

EOC test

scores in

English and

Math

Parent

visitation sign-

in sheets

Phone logs

with

comments.

Minutes kept

of parent

conferences by

Staff

development

sign in sheet

Staff

development

agendas

Copies of

materials



and collects data on a

regular basis.

DiscoveryEd

benchmark exams.

EOC test scores/data

in English I, English

II, English III, Algebra

I, Algebra II, Biology

I, and US History

benchmark

testing.

Meeting notes

from teacher

conferences.

Principal

lesson plan

check sheets.

Formal teacher

evaluation

forms.

Walk-through

observation

notes.

Algebra I EOC

Data

guidance

department.

Conferencing

with curriculum

coordinator and

assistant

principal

following walk

through and

formal

observations.

Evidence of effectiveness or

ineffectiveness (State in

terms of quantifiable

improvement)

Effective/English

Although Language

Arts has decreased

from 75% “Proficient/

Advanced” in 2009-

2010 to 72%

“Proficient/


2011, improved

TVASS of English II

EOC from No

Detectable difference

in 2009, to above the

state average in 2009-

2010 and 2010-2011.

Effective/Math

Algebra I scores have

increased in the

“Proficient/Advanced”

range from 55% in

2009-2010 to 57%

2010-2011.

Effective/

English

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72%

“Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II

EOC from No

Detectable

difference in

2009, to above

the state

average in

2009-2010 and

2010-2011.

Effective/

English

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72%

“Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II

EOC from No

Detectable

difference in

2009, to above

the state

average in

2009-2010 and

2010-2011.

Administration

and curriculum

coordinator are

in place and

are

implementing

and

monitoring

plan.

Effective/

English

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72%

“Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II

EOC from No

Detectable

difference in

2009, to above

the state

average in

2009-2010 and

2010-2011.

More Parent-

Visitation

nights were

incorporated

into the school

calendar,

helping to

increase the

number of

parents to visit

teachers

compared to

last year.

Teacher phone

logs indicate

increased

number of

phone calls to

parents as

compared to

previous year.

Effective/

English

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72%

“Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II EOC

from No

Detectable

difference in

2009, to above

the state

average in

2009-2010 and

2010-2011.



Effective/Math

Algebra I

scores have

increased in

the

“Proficient/Ad

vanced” range

from 55% in

2009-2010 to

57% 2010-

2011.

TVAAS

reports for

Algebra EOC

show no

detectable

difference

among CCHS

students and

the state

average

Effective/Math

Algebra I

scores have

increased in

the

“Proficient/Ad

vanced” range

from 55% in

2009-2010 to

57% 2010-

2011.

TVAAS

reports for

Algebra EOC

show no

detectable

difference

among CCHS

students and

the state

average

Partially

effective.

Math

Algebra I

scores have

continued to

decline with

only 75% of

students

scoring

proficient/adva

nced to 86% in

2008/2009. In

2009/2010

CCHS was 30

percentage

points above

state

expectations.

TVAAS

reports for

Gateway

Algebra show

CCHS below

the state and

all quintiles of

students

scoring

significantly

below the

projected

gains. In

2009/2010

CCHS moved

to “no

School

leadership

team meet 4-6

times

throughout the

year.

Extensive

writing training

has been

implemented in

the fall of 2008

–and continues

through the

present.

Writing

assessment

scores have

continued to

increase each

year.



detectable

difference”

with the state.

Evidence of equitable school

support for this practice

All teachers use State

Standards for their

subject area.

Standards are

communicated at the

start of each lesson

and the daily lesson

plans on the teacher’s

lesson plan site.

Staff development

agendas

Staff sign-in sheets

from staff

development

Lesson plans

are monitored

by section

principals.

CTE teachers

have

curriculum

prioritized and

mapped.

English and

Math pacing

guides are

used by all

teachers to

guide

instruction.

All teachers

can attend

Professional

Development.

All teachers

have

department

chair mentors.

Administrative

staff conducts

walk-through

observations

of all teachers,

using the state

required

evaluation

TEAM model.

All classes are

subject to

walk- through

observations

by the

principals and

curriculum

coordinator.

All lesson

plans are

monitored.

All teachers

scheduled to

be evaluated

are evaluated.

All teachers

have access to

state standards.

All EOC

teachers have

test prep

materials.

At-Risk

students in

math and

English have

access to

Intervention

labs.

All teachers

have county

adopted

textbooks.

All teachers

are involved in

parent

visitation and

parent

conferences.

Members from

all stake-

holder groups

are included

on the school

leadership

team.

All teachers

have received

training and

materials.

Next Step (changes or

continuations)

All staff are

continually receiving

training as the

Tennessee State

Standards change

Curriculum

coordinator will

continue process of

standards training.

Professional and

classroom training

throughout the year.

Ensure fidelity

of pacing

guides to guide

instruction

using formal

and informal

observations

by

administration.

Continue P.D.

with new

concepts and

strategies.

Refine the

mentoring

programs and

provide

training to

mentors.

Analyze the

walk-through

and formal

observation

data to

determine

areas of

strength and

need.

Further

develop

curriculum

monitoring

plan.

Provide

ongoing

professional

development

for all

teachers.

Review and

purchase

textbooks that

correlate with

the new state

standards.

Update and

enhance the

school web-

site.

Continue

parent

visitation,

conferences,

and phone

calls.

Continue

school

leadership

team meetings.

Continue

writing training

and improve

use of teacher

feedback to

enhance student

learning.



Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER

RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME:

Teachers are attending and participating in ongoing Professional Development in order

to align instruction with the state standards. Ninety minute lesson planning periods are

provided daily. Department meetings are held on a regular basis. Faculty meetings are

held at least once a month. Mentoring groups have been formed to assist all novice

teachers. Curriculum is mapped using pacing guides. Formal and informal observations

are conducted by school administration. All teaching and learning materials are

distributed to the instructional staff. Duel credit classes are offered to students who meet

the criteria. Professional development is ongoing throughout the year. Teachers attend

professional development on site as well as state and nationwide workshops.

MONEY:

Title I and First to the Top (FTTT) grants have purchased books and various other

teaching materials. BEP funds were spent on resources and textbooks for classrooms.

New materials are aligned with state standards. Financial support of educational

programs is accomplished by board allocation of monies. Federal funds provided two

E2020 labs and an assistant for each lab. For the second time in school history, we are a

Title I school. Title I monies are providing additional professional development, GAP

program, computer lab assistants, as well as equipment, and supplies/materials.

PERSONNEL:

CCHS Personnel is funded by local, state, and federal funding.



OTHER RESOURCES:

Mathematics and English tutoring is provided after school. The computer lab is used

extensively, but is limited by the number of students who can utilize it on a daily basis.

Academic tutoring is available and encouraged by teachers, but students do not utilize

this to its full capacity, partially due to transportation issues. Credit Recovery is used

after school, during the one-hour free lunch period, and during the summer, and is

usually at or near capacity. The library has an orientation for all ninth grade English

students to familiarize them with the card catalogue, electronic periodicals, and the

library in general. Math and English intervention are being offered as a class. Students

will receive an elective credit for these classes.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL

And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME:

School schedule should be realigned to promote common subject area planning periods.

Teachers should assess student needs by examining the data from test results that is

supplied to them by the Curriculum Coordinator. More time should be allotted for

teachers to meet and plan cross-curricular lessons according to the standards.

Monitoring should be in place to ensure that teachers are following Tennessee state

standards. A drug prevention program is in the beginning stage.

MONEY:

Textbooks should be purchased that are correlated to Tennessee state standards. Math

and English should continue to get extra monies to meet NCLB and AYP expectations.

Incentives from businesses should be expanded with more involvement with local

merchants.

PERSONNEL:

Student/Teacher ratio is adequate for Math and English. Continue Professional

Development with an emphasis on Math and English for best practices.



OTHER RESOURCES:

Wireless internet is scheduled to be installed in the 2011-12 school year. A class set of

COWS is needed. Transportation should be provided for those students who stay after

school for tutoring and credit recovery. A drug awareness program is in the first stage

of implementation.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? Yes, partially. There are differing opinions on what is equitable and adequate, but all teachers have

access to Tennessee state standards. Not all teachers have the same instructional materials, but all

teachers have adequate materials for instructional needs. Classroom instruction is aligned with the

Tennessee state standards. All teachers are provided with professional development.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being

effective with all their students? We have added two computer labs for student intervention as well as infrastructure for technology in

our building. We are using Federal funding to purchase, TI Inspire Calculators, projectors, and laptops.

We are have added new computers to our library. After school tutoring is available for students.

Based on the data, are we accurately meeting the needs of all students in our school? Yes. Although Language Arts has decreased from 75% “Proficient/Advanced” in 2009-2010to 72%

“Proficient/Advanced” in 2010-2011, improved TVASS of English II EOC from No Detectable

difference in 2009, to above the state average in 2009-2010 and 2010-2011.

Algebra I scores have increased in the “Proficient/Advanced” range from 55% in 2009-2010 to 57%

2010-2011.TVAAS reports for Algebra EOC show no detectable difference among CCHS students and

the state average



Template 3.1.c: Curricular Summary Questions (Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required What are our major strengths and how do we know?

Instructors aligning curriculum to state standards and benchmark testing in all core

subject areas.

After school tutoring opportunities for targeted at risk students in English available 4

days per week and lunch tutoring is available 5 days per week.

Writing integration in all CTE coursework to include integrated academic core

collaborated projects.

Implementation of High Schools that Work’s ten key practices with focus on increased

rigor and positive/successful culture.

Professional development provided to the leadership team and English department

chairs in raising rigor and critical thinking.

The use of Mock writing assessments given to all juniors prior to the state assessment

identifies students in need of intervention.

Intervention labs used for at risk students in Reading and Language Arts with Writing to

include e2020 online tutoring program.

Implementation of the Graduate Alternative Program (GAP) increased graduation rates

and reduced even drop out. The use of E2020 online course software in the GAP

program allowed students to recover credits needed for graduation requirements.

Professional development was provided by Southeastern Education Board in Increasing

Achievement and Graduation rates and was attended by department chairs, guidance and

the leadership team. “Capturing Kid’s Hearts” professional development was also

presented by the Flippen Group to all CCHS staff and faculty to promote a positive

school culture in hopes to improve all aspects of education.



Curriculum Summary Questions- Narrative Response Required What are our major challenges and how do we know

Challenges for Campbell County Comprehensive High School in Math, English II and

Biology include a drop in Math of 1 point. Aligning pacing guides to Discovery

Education online assessments for Algebra I should increase overall achievement.

Campbell County Comprehensive High School’s Biology scores dropped 8 points.

Loss of several days instructional time due to inclement weather prior to Benchmark

testing could have been a major factor in the lower test scores.

Curriculum Summary Questions- Narrative Response Required How will we address our challenges?

Intervention for Math and English for those students who are targeted as needing assistance in

these areas.

The Curriculum Coordinator identifies and places students for remediation and/or intervention.

Writing across the Curriculum has been implemented in all grades and subject areas, with an

emphasis in 11th grade students.

Credit Recovery, as well as a Graduation Coach and the GAP program to assist students in

passing all classes.

Implementation and continuation of the Flippen Group’s Capturing Kids’ Hearts program to

motivate students and improve the positive school culture.

Departments will meet on a regular basis to discuss standards and benchmarks.

The principals or the Curriculum Coordinator will meet with teachers to discuss improvements

in instruction.

Intensive and ongoing Professional Development in all core subject areas.

Continue to update technology.



Template 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4)

Current Instructional Practices Classroom

instruction is

aligned with

the standards

based

curriculum.

Classroom

instruction is

aligned with

the

assessments.

Teaching

process is

data

driven.

Classroom

organization

&

management

techniques

support the

learning

process.

Teachers

incorporate a

wide range of

research

based,

student

centered

teaching

strategies.

Classroom

instruction

supports the

learning of

students with

diverse cultural &

language

backgrounds &

with different

learning needs &

learning styles.

Evidence of Practice (State in

definitive/tangible terms)

All teachers have

access to current

state standards

available online, in

the library, and in

the Curriculum

Coordinator’s

office.

Pacing guides are

used to guide

instruction.

A majority of

teachers design

curriculum based

instruction.

All teachers have

been directed to

indicate state

standards and

student

SPIs are posted

in the classrooms

and incorporated

in lessons.

Lesson plans and

teacher

observations

indicate

alignment of

instructional

activities and

assessments.

A majority of

teachers use the

assessments

from the adopted

textbook series.

Academic data

has been

collected,

analyzed,

disaggregated,

and provided

to teachers to

guide

instruction.

Instructional

interventions

have been

provided to

selected at-risk

students based

on student

performance

data.

End of Course

teachers use

Students are

provided student

handbooks

containing

grading,

behavior,

discipline, and

attendance

policies.

Hall passes are

used for students

needing to leave

the classroom.

Mentors are

provided to new

teachers and for

others needing to

improve

classroom

management and

organization

Teachers

incorporate bell

ringers into

lesson plans.

Instruction is

monitored with

snap shot and

walk through

observations as

well as with

formal

evaluations.

Teachers have

been provided a

collection of

research-based

instructional

strategies.

CTE instruction is

differentiated to meet

competency

benchmarks

Differentiated

instruction for students

with disabilities and is

modified to meet IEP

directives.

ESL teacher works with

non-English speaking

students and also works

with other teachers to

meet student needs.



performance

indicators (SPIs) to

students both

verbally and

visually for all

lessons.

Standards based

instruction is

modified for

students with

disabilities as

directed by IEPs

CTE teachers

follow and evaluate

state and federal

competency

benchmarks.

results of

DiscoveryEd

benchmark

testing to

determine

student skill

mastery and

re-teaching

needs.

SWD progress

records are

monitored and

re-evaluated

regularly to

guide IEP

revision and

enhancement.

2010 TCAP ,

Explore, and

Edusoft data,

was used in

placement of

freshman

students in

appropriate

academic

classes in

order for

instruction to

be planned

based on

student needs

CTE

instruction is

competency

driven

techniques.

Administration

encourages

effective use of

instructional

time.

Administration

monitors

classroom

management and

organization.

Teachers are

directed to use a

variety of

learning

strategies.



End of course

data is used for

student

placement in

academic

classes and

intervention.

Is the current practice research-based?

Yes Yes Yes Yes Yes Yes

Is it a principle & practice of high-

performing schools?

Yes Yes Yes Yes Yes Yes

Has the current practice been effective or

ineffective?

Effective Effective Effective Effective Effective Effective

What data source(s) do you have that

support your answer? (identify all

applicable sources)

CTE competency

and performance

data

Lesson plans

Observation

checklists and

records

End of Course Data

TVAAS Data

Retention rates

Lesson plans

Observation

checklists

Mid-term

reports

Report cards

End of Course

Data

TVAAS Data

Benchmark

Exams

CTE

competency

results

End of Course

Data

TVAAS Data

Benchmark

Exams

Class rosters

Intervention

rosters and

progress

reports

Formative

assessments

Discipline

records

Suspension

records

Walk-through

and formal

observational

data

Alternative

school records

Teacher

evaluations

Lesson plans

TVAAS Data

Walk-through

observations

Benchmark

Exams

ESL data

Special education data

CTE competency data

TVAAS disaggregated

data



Evidence of effectiveness or

ineffectiveness (State in terms of

quantifiable improvement)

Effective/English

Although

Language Arts has

decreased from

75% “Proficient/

Advanced” in

2009-2010 to 72%

“Proficient/

Advanced” in

2010-2011,

improved TVASS

of English II EOC

from No

Detectable

difference in 2009,

to above the state

average in 2009-

2010 and 2010-

2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Effective/English

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72% “Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II EOC

from No

Detectable

difference in

2009, to above

the state average

in 2009-2010

and 2010-2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in

2009-2010 to

57% 2010-2011.

Effective/

English

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72%

“Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II

EOC from No

Detectable

difference in

2009, to above

the state

average in

2009-2010 and

2010-2011.

Effective/Math

Algebra I

scores have

increased in

the

“Proficient/

Advanced”

range from

55% in 2009-

As of 01/17/12

there were a total

amount of 149

discipline

reports.

Walk-through

observations

indicate effective

classroom

management

strategies being

used by most

teachers, but

some teachers

need more

training in

classroom

management

techniques.

Evaluation of

teacher lesson

plans and walk

through

observations

indicate that

some teachers

use a variety of

instructional

strategies. Test

scores and

student

engagement

indicate a need

for more teachers

to vary teaching

strategies.

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72% “Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II EOC

from No

Detectable

difference in

2009, to above

the state average

in 2009-2010

Effective/English

Although Language

Arts has decreased from

75% “Proficient/


2010 to 72%

“Proficient/


2011, improved

TVASS of English II

EOC from No

Detectable difference in

2009, to above the state

average in 2009-2010

and 2010-2011.

Effective/Math


increased in the

“Proficient/

Advanced” range from

55% in 2009-2010 to

57% 2010-2011.



2010 to 57%

2010-2011.

and 2010-2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in

2009-2010 to

57% 2010-2011.

Evidence of equitable school support for

this practice

CTE teachers

follow and evaluate

competencies.

Teachers of

SWD teach state

standards with

identified

modifications

All teachers are

provided with state

standards, and

correlate lessons to

standards. All core

subject areas have

pacing guides.

The majority of

teachers align

instruction with

assessment.

All Algebra I

and English II

students were

placed in

appropriate

classes based

on data.

All at risk-

students are

identified and

placed in

intervention

based on data.

All CTE

instruction is

based on

competency

standards.

Summative

assessment

Modifications

for SWD and

CTE

competencies.

Enhancement

evaluations are

available for all

students

Although some

teachers use

effective

classroom

management

strategies, there

are not consistent

classroom

management

techniques used

throughout the

school

Many teacher

Walk-through

and formal

observations

indicate that

while most

teachers

incorporate a

wide variety of

instructional

strategies, this

practice is not

equitable

throughout the

school.

Most teachers

have received

training and

information

about research

based

instructional

strategies

All teachers are

required to modify

instruction based on

student IEPs.

Classroom instruction

is differentiated based

on learning styles and

learning needs of

students.



data is not

equitably

available to all

levels of core

subject areas

due to lack of

state mandated

testing of high

level subjects

(calculus,

chemistry,

physics, etc.)

use a variety of

instructional

strategies to

engage students

in learning,

while others

utilize only a

limited repertoire

of strategies

Next Step (changes or continuations)

Additional

professional

development will

be provided.

Procedures will be

developed to

ensure that all new

teachers are

provided all

available pacing

guides and

materials.

Professional

development will

be continued in

alignment of

instruction with

assessment.

Monitoring and

individual

conferences will

be used to ensure

that instruction

and assessments

are aligned.

Staff

development

will be

continued and

refined in data

driven

instruction.

Staff

development in

teaching

strategies and

classroom

management will

be continued and

refined.

Use of

instructional

strategies will be

monitored more

closely using

walk through and

formal

observations.

New teachers

will observe

veteran teachers

for modeling of

effective

instructional and

Research based

teaching

strategies will

become a focus

for monitoring.

Collaboration

and staff

development will

continue to focus

on implementing

a variety of

instructional

strategies into

lesson plans and

instruction.

Continue training in

differentiated

instruction and learning

styles.

Curriculum coordinator

will meet with and train

all EOC Math, Biology,

and English teachers in

using data to

differentiate instruction.



classroom

management

strategies.



Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required


RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

TIME:

In-service topics that include different teaching strategies and using data to drive

instruction

Lack of common planning time limits opportunities for teachers to participate in

collaborative planning for instruction curriculum

Time out of class has been reduced by conducting club meetings before and after

school as well as during the one-hour lunch

Attempts are made to keep classroom disruptions minimal with announcements

being made once in the morning and once in the afternoon.

MONEY:

Funds are allocated in accordance with NCLB

Federal program funds are used to provide instructional material and supplies

BEP funds are provided to teachers for supplies

CTE teachers receive funds for supplies, but not BEP funds.

Duplicating supplies are provided to all teachers

Title I money is used to provide personnel, equipment, supplies/materials, and

professional development.

PERSONNEL:

CCBE tries to ensure personnel are certified and in the position that best serves the

students of Campbell County.

All teachers that teach in appropriate subject areas are highly qualified

One principal, three assistant principals, four full time School Counselors, one



curriculum coordinator, one special education liaison, and two School Resource

Officer.

OTHER RESOURCES: All classrooms are equipped with at least one computer with internet connection that

teachers could use to research instructional strategies and ideas. They could also be

used to network with other teachers.

Differentiated instruction video series is available to teachers

“Worksheets Don’t Grow Dendrites” video series is available to teachers.

Harry Wong classroom management video series is available to teachers.

Student subgroups are provided access to before-school and after-school

programs

GED and GED+2 programs are available

Intervention labs are used to help students improve academically and increase on

EOC tests.

An off-site alternative school is also available to provide instruction

Duel credit classes


And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

TIME:

Teacher planning time should be spent on instructional planning and

differentiation planning based on standards and data.

Time should be allocated for teacher collaboration.

More staff development time by departmentalized groups with the focus on unity

of the entire teaching process

Teachers should have more training in research based teaching strategies

MONEY



Money should be budgeted for teachers to travel to exemplary schools to observe

teachers who effectively use a variety of instructional and classroom management

strategies.

Scientifically based research materials should be purchased in accordance to the

SIP

Money should be allocated to incorporate additional technology to address various

learning styles and enhance instructional effectiveness.

PERSONNEL

Observation for all personnel in core subject areas is needed to ensure teachers are

using scientifically research-based instructional practices to teach the skills in their

lesson plans to improve student achievement.

OTHER RESOURCES

Additional resources from the community need to be leveraged in order to

provide students with incentives for increased attendance and graduation.

Grant funds need to be pursued in order to help update certain programs and

equipment.

Dual credit classes should continue and expand.


Are we providing equity and adequacy to all of our teachers?

All teachers have received training and copies of research based teaching strategies.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in

being effective with all their students?

No. More money should be spent for teacher observation in other schools and providing



substitute teachers or stipends for staff development.

Based on the data, are we accurately meeting the needs of all students in our school?

Yes. Based on AYP data, all needs are being met.

Template 3.2.c: Instructional Summary Questions (Rubric Indicator 3.4)

Instructional Summary Questions- Narrative Response Required


What are our major strengths and how do we know?

The teachers who have been trained in High Schools at Work strategies are incorporating these

strategies into their instruction (we know this from classroom observations and teacher

interviews).

All teachers have been trained to Improve the Classroom and School Culture by the Flippen

Group and are utilizing the techniques in their classrooms.

The curriculum coordinator is continually training and having conversations with teachers about

research based instructional strategies (we know this from staff development agendas and

meeting notes).



What are our major challenges and how do we know. (These should be stated as instructional

practice challenges identified in the templates above that could be a cause of the prioritized

needs identified in component 1.)

The major challenge we face in the area of instruction is reluctance to change the way “things

have always been done” (we know this from classroom observations and conversations with

teachers).

One major challenge is to get all teachers to use these research based strategies.

Another major challenge is using the textbook as the primary mode of instruction rather than

aligning instruction with state standards (we know this from conversations with teachers,

classroom observations, and lesson plans).


How will we address our challenges?

We will address these challenges with more staff development on research based instructional

strategies and more in depth monitoring of instructional practices.



Template 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)

Current

Assessment

Practices

Uses student

assessments that

are aligned with

the Tennessee

Department of

Education

standards-based

curriculum

Provides

assessment

information

to parents,

students, other

appropriate

stakeholders,

regarding

student

learning.

Uses a wide

range of

assessments,

CRT, NRT,

portfolio,

curriculum

based

assessments,

etc.

Provides

professional

development in

the appropriate

use of

assessments

Assesses all

categories

of students

Provides

support and

technical

assistance to

teachers in

developing

and using

assessments

Evidence of

Practice

The use of standards

based assessment is

monitored through

walk-through and

formal observations.

All EOC students are

tested using

DiscoveryEd

formative

assessment. These are

administered

throughout each

semester to prepare

Teachers have

access to and

have analyzed

student

performance

and formative

assessment data.

Teachers discuss

and analyze data

in: subject level

meetings,

meetings with

principals, and

meetings with

A wide range of

formative

assessment is

provided through

oral exams,

portfolios,

notebooks, and

power-points.

Standards based

computer programs

such as E2020-

Compass and

DiscoveryEd are

used by teachers to

Agendas from in-

service and

professional

development

training sessions.

Professional

development

calendars and

handouts from

training.

Teacher

evaluations of

All categories

of students

take state

mandated tests

(End of

Course,

PLAN, ACT,

etc.)

IEPs guide

assessment

modifications

for special

Agendas from

in-service and

professional

development

training sessions.

Professional

development

calendars and

handouts from

training.

Documentation

of meetings and

training



for End of Course

Testing.

TCAP, EDUSOFT

and EXPLORE data

have been used to

determine placement

in remedial and

advanced English,

Math, and Science

classes. These tests

have also been used

to determine

intervention needs.

E2020 computer

assessments are used

to determine

placement for

intervention.

Poster sized state

writing rubrics with

sample papers are

posted and utilized in

every classroom.

End of Course

teachers use practice

assessments aligned

with state standards.

curriculum

coordinator.

Mid- term

reports are sent

home to inform

parents of

student progress.

Report cards are

sent home to

inform parents of

student progress.

State mandated

test results are

sent to the

student’s home.

Parents are

informed dates

of report cards

and mid-terms

by Web-site and

newsletters.

Frequent contact

with parents via:

phone calls, e-

mail, letters,

website, parent

visitation, and

parent

conferences.

NCLB report

card information

is provided to all

evaluate progress

toward state

assessments.

Writing is assessed

using state rubrics.

Portfolio

assessments are

completed for

identified students

with disabilities as

indicated by

student individual

educational plans

(IEP).

Norm referenced

tests (NRT)

include: PLAN,

EXPLORE (given

in middle school –

results used in

determining 9th

grade placement),

ACT, and NAPE.

Criterion

referenced tests

(CRT) include

Tennessee end of

course and

Gateway

examinations.

Other assessments

include: textbook

supplemental

assessments,

teacher-made tests,

professional

development

sessions and exit

tickets.

needs students.

504 plans

guide

assessment

modifications

for students

with special

medical needs.

Portfolio

assessments

are used for

students with

disabilities as

determined by

IEPs

CTE

competencies

are given in

required

courses.

ESL students

take

appropriate

state mandated

assessments

based on state

guidelines.

Easy IEP

training for

special education

teachers

Language

Exclamation

assessment

program training

for special

education

teachers

“Capturing Kid’s

Hearts” training

DiscoveryEd

assessment

training.

Compass-E2020

training.

ACT Core

Curriculum

formative

assessment

training.



stakeholders via

the local

newspaper, Title

I meetings, and

state of

Tennessee

Department of

Education web-

site.

computer generated

tests and quizzes.

Performance

assessments are

used in performing

arts classes.

Is the current

practice

research-

based?

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle

& practice of

high-

performing

schools?

Yes

Yes

Yes

Yes

Yes

Yes

Has the

current

practice

been

effective or

ineffective?

Effective

Effective

Effective

Effective

Effective

Effective



What data

source(s) do

you have

that support

your

answer?

(identify all

applicable

sources)

Effective/English

Although Language

Arts has decreased

from 75%

“Proficient/


2010 to 72%

“Proficient/


2011, improved

TVASS of English II

EOC from No




2010 and 2010-2011.

Effective/Math

Algebra I scores

have increased in the

“Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

.

Parent contact

logs.

Parent sign in

sheets.

Teacher contact

logs

(conferences,

phone calls, e-

mails, etc.)

Staff

development

agendas.

Informal and

formal teacher

conference

meeting

documentation.

Email is being

used by

teachers/parents

as a form of

communication.

OnCourse Lesson

Plan

Walk-through and

formal evaluations.

Individual teacher

conferences with

principals and

curriculum

coordinator.

DiscoveryEd and

E2020 – Compass

summary reports.

EOC assessment

results.

Norm referenced

test results (PLAN,

EXPLORE ACT,

and NAPE).

State writing

assessment results.

State portfolio

assessment results

for students with

disabilities.

CTE competency

results.

Sign in sheets of

professional

development

sessions.

Agendas from

professional

development

sessions.

AYP report

State report

card

TVAAS

disaggregated

data.

End of course

reports.

11th

grade

writing

assessment

CTE

competency

data

Portfolio

assessment

data

Attendance

rosters of PD

training sessions.

PD calendars and

agendas.

Professional

Development

Training

handouts and

materials.

CTE

presentations of

learned PD

content to other

teachers.



Evidence of

effectivenes

s or in-

effective-

ness

Effective/English

Although Language

Arts has decreased

from 75%

“Proficient/


2010 to 72%

“Proficient/


2011, improved

TVASS of English II

EOC from No




2010 and 2010-2011.

Effective/Math


increased in the

“Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Teacher grade

distribution

report.

Dates and

documentation

that progress

reports and

grades were sent

to parents.

Copies of

newspaper

articles.

Parent letters

with school

contact

information and

school web

address.

Effective/English

Although

Language Arts has

decreased from

75% “Proficient/

Advanced” in

2009-2010 to 72%

“Proficient/

Advanced” in

2010-2011,

improved TVASS

of English II EOC

from No

Detectable

difference in 2009,

to above the state

average in 2009-

2010 and 2010-

2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Increase in use of

standards based

formative

assessments as

documented by

lesson plans and

walk-through and

formal

observations.

Documentation

notes of

teacher/curriculum

coordinator

meetings to

evaluate progress

in use of standards

based assessments.

Increased use of

formative

assessment data to

differentiate

instruction.

Increase

percentage of

students

participating in

state mandated

assessments.

Disaggregated

EOC and

TVAAS data

CTE

competency

data

Portfolio

assessment

data

Effective/Engli

sh

Although

Language Arts

has decreased

from 75%

“Proficient/

Advanced” in

2009-2010 to

72%

“Proficient/

Advanced” in

2010-2011,

improved

TVASS of

English II

EOC from No

Detectable

difference in

All teachers

prepare

assessment

according to

standards and

use a rubric to

assess the

following: oral

exams,

portfolios,

notebooks, and

power-points



2009, to above

the state

average in

2009-2010 and

2010-2011.

Effective/Math

Algebra I

scores have

increased in

the

“Proficient/

Advanced”

range from

55% in 2009-

2010 to 57%

2010-2011.

Evidence of

equitable

school support

for this

practice

All teachers have

been directed to base

assessments on state

curriculum standards

and supplied with

copies of state

standards, and access

to on-line standards.

Training has begun

and will continue in

the use and

development of

standards based

formative

assessments.

All students are

provided with

mid-term and

grade reports.

All teachers have

been directed to

keep contact logs

(conferences,

phone calls, e-

mails, etc.)

Sign in sheets

from parent

visitation from

all departments.

Required

assessments are

administered to all

students as

mandated by the

state department of

education.

All at- risk students

are given formative

assessments to

determine

placement and

intervention needs.

All students taking

EOC assessments

All Math and

English teachers

are have been

trained in standards

based formative

assessment

practices.

All students

are assessed as

mandated by

state and

federal

guidelines

(including all

NCLB

subgroups)

All students

benefit from

programs or

strategies learned

via PD training.

All CTE

Teachers share

learned

information and

materials with

fellow teachers.

PD follow- up

and sharing is

ongoing in

faculty meetings



All students write

persuasively in all

classrooms

All teachers have had

training in use of

writing rubrics and

have been provided

poster sized state

writing rubrics and

writing samples.

have access to

practice materials.

Professional

development is

provided to all

teacher to

implement use of

state rubrics for

scoring the practice

persuasive writing

and subject area

meetings with all

teachers.

Report cards

TEMPLATE 3.3.b: Assessment Gap Analysis

Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required


RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)

TIME:

Time is planned at the beginning of each semester for benchmark testing.

Classroom teachers are preparing students for the End of Course and Benchmark testing

using pacing guides.

The master schedule has been adjusted for some subject areas to collaborate in order to

develop common formative assessments.

MONEY:

Federal funds have been used to purchase Compass-E2020 and DiscoveryEd benchmark

assessment programs and computer labs.

Special education money has been spent on Easy IEP training and implementation and

Language Exclamation training.

CTE money has been spent on assessment training and testing materials.

Federal grant money has been used to place curriculum/data coordinator in the school

full time

Federal funds have been used to place an educational assistant in the computer lab.

Extended contract money has been used for before and after school tutorial programs

and credit recovery.

BEP money has been used to purchase textbooks and instructional materials including

assessment material.

Federal money has been spent to provide graduation coach

Title I money continues to provide usage of two computer labs for intervention and staff


for those labs.

Title I money has been used to purchase promethean boards, TI inspire calculators, and

projectors.

PERSONNEL:

Teachers are beginning the process of focused collaboration, attending professional

development and in-service days, and using their planning to meet Tennessee State

Standards.

According to STAR enrollment data student-teacher ratio is at its limit in most classes

Class size in not equitable in all content areas.

A graduation coach and curriculum coordinator and in position.

OTHER RESOURCES:

Teacher’s have access to resources in the library, internet, peer teachers, and resource

companies to obtain items for classroom instruction.

Teachers have access to students’ academic records.

Professional Development has increased and ongoing.


And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?)

TIME:

Planning time needs to be fully utilized for: developing standards based assessments,

data analysis, and instructional planning.

More time should be spent for content area collaboration.

More staff development and in-service days should to be spent on instructional training,

assessment training, and collaboration between teachers and administration.

The school needs to reduce the student teacher ratio so that the quality of time spent in

the classroom is more meaningful.


Administration should refine and increase monitoring of assessment practices and

monitor lesson plans for modification of instruction based on assessment data.

The master schedule should be manipulated to allow more time for common planning.

MONEY:

More money should be spent on professional development in developing standards

based common formative assessments.

More money should be spent on computer assessments such as DiscoveryEd to increase

availability for all subject areas.

Money needs to be budgeted for a curriculum and assessment assistant principal to

monitor instruction and assessment.

Technology should be updated to include computer and TI line upgrades in order to

utilize available software.

Each classroom should have at least four working computers with internet access.

PERSONNEL:

More teachers need to be hired in order to reduce the student-teacher ratio so that more

time can be spent planning instruction and planning and analyzing assessments.

Money needs to be budgeted for a curriculum and assessment assistant principal to

monitor instruction and assessment.

Basic skills teacher assistants are needed.

OTHER RESOURCES:

Teachers should better utilize the internet resources available to them for planning

instruction and assessment.

Communication and partnerships with local higher education facilities should be

enhanced.

Grant opportunities should be investigated and pursued.



No, the school is functioning at its fullest (student/teacher ratio is at capacity). A curriculum

and assessment assistant principal position is needed to monitor instruction and assessment.

In the past, CTE teachers have had more professional development provided than core

curriculum teachers. However, more professional development has been added for core teachers

and will continue throughout the school year.



We are targeting the funds as effectively as possible according to state and federal guidelines.

More money is needed to effectively meet the needs of all students.


Yes, based on AYP report.


Template 3.3.c: Assessment Summary Questions (Rubric Indicator 3.6)

Assessment Summary Questions- Narrative Response Required


A curriculum coordinator has been assigned to the school to focus on teacher development of

formative assessments and data analysis.

The majority of teachers are willing to re-teach and re-assess in order to meet individual needs

of students.

Three computer labs are available to at-risk students and are equipped with research based

intervention programs

(E2020).

DiscoveryEd formative assessments are used to assess all Algebra I, Algebra II, English I,

English II, and Biology I students.

Teachers use ongoing formative assessment (quizzes, discussion, essays, bellringers, projects,

portfolios, presentations, notebooks, computer generated formative assessments, tutorial

software, performance, etc.)

Assessments are modified according to IEP and 504 requirements.

CTE competencies are continuously assessed using performance based assessments.


Assessment Summary Questions- Narrative Response Required

What are our major challenges and how do we know. (These should be stated as assessment

practice challenges identified in the templates above that could be a cause of the prioritized

needs identified in component 1.)

Lack of common planning times to collaboratively develop and analyze assessments.

Newer teachers need more training in developing standards based assessment.

Refine alignment of assessments with state standards.

Move away from primarily using textbook assessments and move toward standards based

assessment.

Teachers should be held more accountable for data analysis and targeted instruction.

Communication has improved but is still a challenge, due to the fact that we have a large staff.


Assessment Summary Questions- Narrative Response Required How will we address our challenges?

Administration and guidance will explore ways to address common planning times.

Curriculum/Data coordinator will train teachers in developing common formative assessments

and data analysis. The coordinator will also observe teachers and meet with individual teachers

for further instruction and monitoring.

Administration will develop a more organized system of monitoring lesson design, assessment,

and data analysis.

Administration and staff will develop a list of needs, based on data, and present needs and

requests to the calendar committee.

Administration is sending emails to staff as a source of communication.

Template 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)

Current

Organizati

onal

Practices

School’s

beliefs, mission

and shared

vision define

the purpose and

direction for the

school

School is

organized to

engage the

parents and

community in

providing

extended

learning

opportunities

for children

School is

organized to

support a diverse

learning

community

through its

programs and

practices

School provides

continuous

professional

development for

school leaders

School is organized

to be proactive in

addressing issues that

might impede

teaching and learning

Evidence of

Practice

(State in

definitive/tan

gible terms)

School beliefs,

mission and shared

vision posted in all

classrooms and

used to guide

instruction

School beliefs,

mission and shared

vision published in

Student Handbooks

and distributed to

all stakeholders

School beliefs,

mission and shared

vision published in

Faculty Handbooks

and distributed at

the beginning of

the year.

Credit Recovery

through the

computer lab

offered after school

and during

summer.

Counselors inform

parents of need and

availability of

programs. Parents

provide

transportation.

Summer School is

available for

students who have

failed classes.

Counselors inform

parents of need and

availability of

programs. Parents

provide

transportation.

Curriculum includes

basic, honors, AP,

and dual credit

opportunities on

individual student

needs basis.

School is staffed with

Special Education

personnel and on site

office.

School provides a

broad range of CTE

curriculum.

School provides fine

arts opportunities

including: Band,

Chorus, Art, and

Drama

All teachers are

required to attend

professional

development set

aside within the

school calendar.

Additional

professional

development

opportunities are

provided in areas of

academic need as

identified by NCLB.

Departmental and

specialized

professional

development is

provided.

CTE teachers have

annual professional

School system has

recommitted to

“Alternative School”

In School Suspension has

been re-organized to deal

with students that disrupt

the educational process.

School counselors will

contact parents of at risk

students every grading

period.

School counselor

completes 4 year plans

with incoming freshman

Teachers contact parents

via email or phone

regularly pertaining to

academic and behavior

progress.


School beliefs,

mission and shared

vision are

published in the

local newspaper at

least once a year

After school

tutoring is

available to

students.

Counselors inform

parents of need and

availability of

programs. Parents

provide

transportation.

Intervention

E2020 Computer

Labs are available

for at-risk students.

Curriculum

coordinator is

available to discuss

progress with

parents.

School leadership

team meets and has

representative from

all stakeholder

groups including

students.

Various booster

areas are available

for parent and

community

involvement

(JROTC, Band,

etc.)

ESL programs are

provided based on

student need.

Intervention program

E2020 is being used

to meet the needs of

at-risk students.

development in

excess of “normal

professional

development”.

High Schools at

Work training is

provided for selected

teachers who present

training to other

faculty members.

Homebound program

address needs of

individual students.


Various academic

and non-academic

clubs participate in

regional and local

competitions

Is the current

practice

research-

based?

Yes Yes Yes Yes Yes

Is it a

principle &

practice of

high-

performing

schools?

Yes Yes Yes Yes Yes

Has the

current

practice been

effective or

ineffective?

Effective Effective Effective Effective Effective

What data

source(s) do

you have that

support your

answer?

(identify all

applicable

sources)

EOC & TVAAS

Data

Participation

rosters

E2020and Credit

Recovery progress

monitoring data

Progress reports

Report cards

Summer school

data

Credit recovery

reports

AYP & TVAAS

Participation rosters

E2020 and Credit

Recovery progress

monitoring data

Progress reports

Report cards

Summer school data

Credit recovery

reports

AYP

TVAAS

School Professional

development calendar

Agendas from staff

development

Sign in sheets from

staff development

Materials from staff

development

sessions.

Expense reports

End of Course Data

Progress reports

Grade cards

TVAAS

Progress reports from -

E2020 and Credit

Recovery

Alternative school data

Homebound reports

In-School suspension date

Discipline Reports


Evidence of

effectiveness

or

ineffectivenes

s (State in

terms of

quantifiable

improvement)

Effective/English

Although

Language Arts has

decreased from

75% “Proficient/

Advanced” in

2009-2010 to 72%

“Proficient/

Advanced” in

2010-2011,

improved TVASS

of English II EOC

from No

Detectable

difference in 2009,

to above the state

average in 2009-

2010 and 2010-

2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Effective/English

Although

Language Arts has

decreased from

75% “Proficient/

Advanced” in

2009-2010 to 72%

“Proficient/

Advanced” in

2010-2011,

improved TVASS

of English II EOC

from No

Detectable

difference in 2009,

to above the state

average in 2009-

2010 and 2010-

2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Effective/English

Although Language

Arts has decreased

from 75%

“Proficient/


2010 to 72%

“Proficient/


2011, improved

TVASS of English II

EOC from No




2010 and 2010-2011.

Effective/Math


increased in the

“Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Effective/English

Although Language

Arts has decreased

from 75%

“Proficient/


2010 to 72%

“Proficient/


2011, improved

TVASS of English II

EOC from No




2010 and 2010-2011.

Effective/Math


increased in the

“Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

Staff development

agendas and sign in

sheets show faculty

participation in staff

development.

The graduation rate of

85.7% in 2009-2010

decreased to 82.8 in

2010-2011.

The number of

suspensions has decreased

since 2010-2011,

however, an accurate

calculation cannot be

done until the end of the

school year.


Evidence of

equitable

school

support for

this practice

Effective/English

Although

Language Arts has

decreased from

75% “Proficient/

Advanced” in

2009-2010 to 72%

“Proficient/

Advanced” in

2010-2011,

improved TVASS

of English II EOC

from No

Detectable

difference in 2009,

to above the state

average in 2009-

2010 and 2010-

2011.

Effective/Math

Algebra I scores

have increased in

the “Proficient/

Advanced” range

from 55% in 2009-

2010 to 57% 2010-

2011.

All practices listed

above are available

to all students

based on need and

interest.

All stakeholders

are made aware of

activities via:

newsletters, phone

calls, letters, local

newspaper, school

meetings, school

website, etc.

Classes funded by

CTE and Special Ed.

have additional

funding to focus in

their areas of

instruction.

Professional

Development is

scheduled in school

calendar and is

provided free to

teachers

The above programs

including alternative

school, ISS, at risk

counseling, and parent

contacts are available to

all students based on

need.


Next Step

(changes or

continuations)

School beliefs,

vision, and mission

will be reviewed

and updated each

year. Changes will

be made, as

needed.

Up-date school

website.

Improve

communication

among all

stakeholders.

Research more

academic

enrichment

activities for all

students.

Master schedule is

constantly being

adjusted. Classes are

being removed or

added to meet student

needs. Example:

duel-credit, AP, CTE.

Professional trainers

in focus areas will be

added to the

professional

development plan.

Recommendations

will be made to

central office

personnel that

curriculum mapping

be organized and

practiced between

middle and high

schools

Will consider more

“High Schools at

Work” training and

practices.

Administration and

staff will develop a

list of needs -based

on data - and present

needs and requests to

the calendar

committee.

Effective communication

will be used to reduce

classroom disruptions

More consistent

procedures will be

developed for allowing

students to leave

classroom.

School wide discipline

plan will be developed,

communicated to all

stakeholders, and

monitored.


Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required


RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

TIME

Instructional time is not being protected and utilized effectively by all teachers

Tutoring is being offered

All teachers have 90 minutes of planning time daily

Intervention classes have been added for at-risk students

Dual credit is offered for qualified students

Tutoring opportunities are offered after school

Credit Recovery is offered during the one-hour free lunch

MONEY

Extended Contract money is provided for Credit Recovery and Summer School teachers

Professional development money is provided by Federal Funding.

CTE funds provide staff development and materials

BEP funds provide classroom materials

Special Education funds provide professional development and materials

Federal money has been spent to provide graduation coach

Grant money has been used to place curriculum/data coordinator in the school full

time


Federal funds have been used to place educational assistant in the computer labs.

Federal funds have added the GAP for students who are likely to meet requirements for

Tennessee State Diploma.

PERSONNEL

GAP teacher was added in 2009.

A graduation coach and curriculum coordinator are in place at CCHS .

Federal funds have been used to place an educational assistant and teacher in the

computer labs.

A registrar has been added to ensure accuracy of student records.

OTHER RESOURCES

A district testing coordinator is available to assist with testing

Social worker is at CCHS 1-2 days per week

Special education office is housed at the school

Special education liaison is housed at the school.

Talent Search staff member is housed at the school.

Graduation Coach is available.

School psychologists are available

PT, OT, Speech, and Vision services are provided to students.

Scholarships are provided by local organizations and individuals


And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

TIME

Instructional time should be protected and utilized effectively by all teachers.

Continue tutoring programs.

Teachers should utilize 90 minutes of planning time for collaboration, instructional


design, assessment design, and data analysis to meet individual student needs.

Continue dual credit classes

Due to volunteer duties before and after school, all planning time is not utilized for

planning by core academic teachers. Some teachers come in early and leave early which

makes collaboration and professional development challenging. Likewise, some

teachers do afternoon duty and come to school late – missing their planning time. This

time for time process makes time at school equitable, but eliminates planning time

therefore impacting student achievement. We recommend that core teachers not

participate in time for time duties in order to protect and utilize planning time.

MONEY

More extended contract money should be provided for Credit Recovery and Summer

School teachers.

Continued use of CTE funds to provide staff development and materials

More funding should be made available for classroom supplies, technology needs,

manipulatives, science lab materials, etc.

Continue special education funds to provide professional development and materials

Continue federal money to provide graduation coach

Continue registrar to ensure accuracy of student records.

Principals and assistant principals should attend principal’s academy and leadership

training.

Continue grant money to place curriculum/data coordinator in the school full time.

Continue funds to place an educational assistant in the computer lab.

PERSONNEL

Add a full time technology person.

Add more teaching staff in core subject areas to reduce class size.

Add basic skill teaching assistants.

A registrar has been added to ensure accuracy of student records.

A special education liaison is in place to work with special education student needs.


OTHER RESOURCES

Staff development should be targeted to meet student needs and be subject-specific.

Resources should be provided to help staff plan schedule for collaboration and staff

development.

Other community resources should be explored.



More professional development opportunities are provided to CTE, Math, and English teachers

than other subject areas.

All teachers are required to issue grades and reports.

Only a select group of teachers have been provided “high schools at work” training.

School’s beliefs, mission and shared vision define the purpose and direction for the entire

school

Due to volunteer duties before and after school, all planning time is not utilized for planning by

core academic teachers. Some teachers come in early and leave at – which makes collaboration

and professional development challenging. Likewise, some teachers do afternoon duty and

come to school late – missing their planning time. This time for time process makes time at

school equitable, but eliminates planning time therefore impacting student achievement. We

recommend that core teachers not participate in time for time duties in order to protect and

utilize planning time.




Based on AYP data, yes. However, more funds should be used to purchase supplies and

materials for teachers, students, and classrooms.


Yes, based on AYP data.

Template 3.4.c: Organization Summary Questions (Rubric Indicator 3.8)

Organization Summary Questions- Narrative Response Required


We have a new principal who is in the process of bringing new organizational strategies to our

school. The school climate has improved, teacher enthusiasm has improved, and teacher

attitude is more positive.

We have a curriculum coordinator who is assisting teachers with curriculum and instructional

issues to improve student achievement. We have full intervention for at-risk students as

identified by data, all academic teachers have been analyzing data, student classes have been

scheduled using academic data and professional development has begun in developing

standards-based assessment.

School Leadership Team had been established and has regularly scheduled meeting times.


Organization Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as organizational

practice challenges identified in the templates above, that could be a cause of the prioritized

needs identified in component

Adjusting and revising the master schedule to make academics and collaboration the priority.

Student/teacher ratio should be lowered in core academic subjects. More staff should be hired

in order to meet this challenge.

School wide behavior/discipline plan will be a challenge to develop, implement, and monitor.

Imbedded school culture will be a challenge and possible hindrance to progress and change.

Organization Summary Questions- Narrative Response Required

A variety of intervention programs are available for students.


How will we address our challenges?

Administrators and counselors will meet to assist in adjusting and revising the master schedule

to make academics and collaboration the priority.

Administration will meet with central office staff to address teacher/student ratio issues.

A plan will be initiated to investigate, plan and begin implementation of a consistent positive

school wide behavior/discipline policy.

Imbedded school culture will improve through professional development, collaboration, new

staff members, and new administration.

GOAL 1 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1)

Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

Goal To increase the graduation rate by 1% (82.8% to 83.8%) to continue progression toward the NCLB.

Which need(s) does this Goal address? Campbell County high school needs to continue increasing the percentage of students graduating in order to meet the graduation requirement determined by NCLB.

How is this Goal linked to the system’s Five-Year Plan? Campbell County’s goal is to increase attendance of K-8 students to a minimum of 93% and high school graduation rate to 100% of cohort as measured by the TN State Dept. of Ed. and reported on the system report card.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s)

Responsible Required

Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results

/ Outcomes

Action Step

School will identify all students who are not on target to graduate.

Aug ’11 and

continuing

School Counselors

Student permanent

records

Star Student transcripts

Grade Reports

County Funded

Student graduation rate and continual

student tracking and contact to assure all

requirements for graduation are met.

Final evaluation will

be student graduation rate.

Increased graduation rate

Action Step

School will identify students, based on data collection, who are in danger of not passing.

Aug. ‘11 and

continuing

Gretchen Thomas,

Curriculum Coordinator,

Sandi Wilson, Jamie

Wheeler, and

Counselors

Benchmark data, TVAAS data, Report cards,

Progress reports, Absentee data

Salaries of support staff

Local, State, and Federal Funds

Counselors will meet weekly with curriculum

coordinator and principals to discuss at-risk students and

contacts made

Contact Log

Increased number of students in advanced

and proficient category of EOC

assessments

Action Step

Credit Recovery will be offered to those students who are lacking credit requirements for graduation.

Aug. ’11 and

continuing Before

Mary Ann Cummins,

Anna Castleberry,

E2020 Compass Program

Virtual Tutor

Extended Contract money

for credit recovery teacher

Weekly progress monitoring

Increased number of students who meet

requirements for grade level progress


and After school During

one-hour free lunch

Lisa Bolton Computers And data collection of

number students taking credit recovery

who graduate

and graduation.

Action Step

Full time Curriculum Coordinator will be placed in C.C.H.S. by the BOE for teacher and student support.

Aug. ’11 school

year and continuing

Gretchen Thomas

Salary of Curriculum Coordinator

SIG funds

Evaluation of effectiveness of curriculum/data

coordinator’s effect on graduation rate will

be if all counselor’s are trained in

accessing data and analyzing data to

identify at risk students



and graduation

Action Step

At-Risk students will have access to two research- based intervention programs during the school day.

Aug. ‘11 school

year and continuing

Nancy Cole,

Mary Ann Cummins, Michelle

Moser, Lisa Bolton, Anna Castleberry

Compass-E020 Virtual Tutor Lab,

Software, and teacher

Tutor Lab,

Software, and teacher

Local, State, and Federal Funds

Computer based progress monitoring

data and credit recovery completion

data



and graduation

Action Step

At risk students with at least 10 credit hours will be able to enroll in GAP program as an alternative to GED

Aug. ‘11 School

year and continuing

Nancy Cole

Salaries of personnel

20 computers

and infrastructure

20 - E2020 site license

Title I

E2020 Progress Monitoring

E2020 Testing

Attendance Records

Graduation rate


requirement for Tennessee State

Diploma

Action Step

Students will receive tutoring services before and after school.

Aug. ’11 school year (after

school hours) and continuing

Lisa Leach Bob Holder

Calculators Textbooks

Manipulatives

No new funds. Teachers

volunteer to tutor.

Student grades will be analyzed to see if tutoring is successful. Tutoring teacher will

develop communication plan

with classroom

Increased grades and passing rates of

students involved in tutoring.


teacher to determine target areas for

tutoring.

Action Step

Grade level guidance counselors will regular lycheck grades of all students. All students who make an F in any class will be called in for a conference with counselors, principal, teacher, and parents every grading period.

Oct. 09 and

continuing

Sandi Wilson

Katherine

Ayers

Ken Owens

Melissa Perkins

Kyra Pierce

Star Student Records

Existing personnel salaries

County funds for STAR program

Counselor phone and conference logs

Student grades

Improved student grades and parent communication

GOAL 2 – Action Plan Development



Goal To increase Algebra I scores by 2% during the 2011-2012 school year

Which need(s) does this Goal address? Campbell County high school needs to continue increasing the percentage of students scoring “Proficient/Advanced” in all areas of EOC tests in order to meet the graduation requirement determined by NCLB.

How is this Goal linked to the system’s Five-Year Plan? Campbell County’ first goal is to increase all core subjects by 2% during the 2011-2012 school year.




Timeline Person(s)


Resources



/ Outcomes

Action Step

All data will be analyzed. (TCAP, TVAAS, EOC, Explore tests, and DiscoveryEd benchmark test, etc) and will be used to place students in appropriate math classes.

Aug. ‘11 and

continuing

Gretchen Thomas,

Sandi Wilson,

Jamie

Wheeler,

Katherine Ayers,

Kyra Pierce,

Ken Owens,

and Melissa

Perkins

TCAP Data

TVAAS Data

EOC Data

Explore Data

Benchmark Data

Local, State, and Federal funds for

salaries

Formative assessments will be developed and given at scheduled intervals

in all Math classes.

Data from these assessments will be used to determine

student needs.

Increase in number of students in proficient

and advanced categories of all

assessments and increased number of

students passing math classes.

Action Step

Student’s identified as being “at-risk” will be placed research-based intervention program sessions.

Aug. ’11 and

continuing

Mary Ann Cummins

Nancy Cole

E2020 Labs, Software, and

teacher

Plato Lab, software, and

Labs and some software have already been purchased.

Additional cost for these labs is

Student progress toward achievement

goals will be monitored weekly

using the monitoring provided with the





Michelle Moser

teacher the salary of the teachers. Nancy

Cole and Michelle Moser will be paid from Title funds and

Mary Ann Cummins is paid

with regular teacher funds

software packages. students passing math classes

Action Step

DiscoveryEd formative assessments will be administered throughout each semester for all students enrolled in Algebra I, Algebra II, and Algebra IA/IB.

Aug.’11 and

continuing

Gretchen Thomas,

Rick Hunley, Matt

Housley, Chris

Honeycutt, Matt Price,

Justin Price, Don

Templin, and Lyle Craig

DiscoveryEd web based

software and computer lab

SIG funds

Item analysis data from assessments will

be used for differentiated instruction.

Increased levels students in proficient

and advanced categories of EOC

Algebra exam.

Action Step

Students will receive tutoring services after school.


school hours and one-hour

free lunch) and

continuing

Anna Castleberry, Lisa Bolton, Lisa Leach, Mary Ann Cummins, and Bob Holder

Calculators Textbooks

Manipulatives Computer Labs E2020 Software

Extended contract and

volunteer



with classroom teacher to determine

target areas for tutoring.



Action Step

All math teachers will have training in data analysis and formative assessment development in order to better meet the instructional needs of students

Aug. ’11 and

continuing

Gretchen Thomas

Substitute teachers for math

teachers

Curriculum Coordinator

salary paid by SIG funds

Professional leave to be paid for with county

money

Evaluation will be based on

development of formative assessment

and use of data to plan group and

individual instruction




students passing math classes.

Action Step

All math teachers will receive staff development in pacing guides/benchmark exams.

Aug. ’11 and

continuing

Gretchen Thomas

Professional Development

Days

Salary of Curriculum Coordinator

Completion and implementation of

pacing guides.

Increased number of standards mastered

by students.


Tammy Jones

Consultant paid for through Title I

funds

Elimination of learning gaps.

Action Step

All math teachers will be trained in new Tennessee standards, teaching strategies, higher order thinking, and problem solving.

Aug. ’11 and

continuing

Gretchen Thomas

Tammy Jones

(consultant)

Copies of state standards for all

teachers.

Money for substitute teachers

Money for

consultant paid by Federal funds

Training evaluation sheets will be completed by

teachers.

Increase teachers’ knowledge of

Tennessee state standards and

guidelines in order to map, prioritize, and

add rigor to the curriculum.

Increase student

achievement on EOC exams

Action Step

Classroom modeling for teachers by consultant. Aug. ’11

and continuing

Gretchen Thomas

Tammy Jones

(consultant)

Curriculum Coordinator and

Consultant

Salary of Curriculum

Coordinator paid for through SIG

funds

Consultant paid for through

Federal funds

Video tape and review lessons with

teacher.

Teacher reflection sheet.

Evaluation sheet.

Walk through observations

Formal observations

Increase variety of strategies used by

classroom teachers and increase the level of depth and rigor in

all math classes.

Action Step

Administrators will research ways to adjust master schedule to increase student learning by scheduling time for teacher collaboration.

Aug. ’11 and

continuing

Sandi Wilson

Gretchen Thomas

Jamie

Wheeler

None None Schedule will be

adjusted according to academic needs

Increase student learning and performance

Action Step

All teachers will be trained by the Flippen Group on “Capturing Kid’s Hearts” to promote a positive school and classroom climate.

Aug. ’11 and

continuing

Flippen Group

Consultants

Federal funds will pay for the Flippen Group

consultants

Walk Through and formal observations

Feedback from

consultants

Increased student engagement, time on

task, and student achievement.


Action Step

Motivational speaker Dave Webber will speak to all teachers (County-wide)

Aug. ‘11

Dave

Webber (consultant)

Consultant Title funds


Teachers will become more positive and

respectful to students and each other to improve school

culture and climate in order to increase

student achievement.

Action Step

Grade level guidance counselors will regularly check grades of all students. All students who make an F in any class will be called in for a conference with counselors, principal, teacher, and parents every grading period.

Aug. ’11 and

continuing

Katherine Ayers

Ken Owens

Melissa Perkins

Kyra Pierce

Sandi Wilson

Jamie

Wheeler


Existing personnel salaries

County funding

for STAR


Student grades

Improved student grades and parent communication and involvement.

GOAL 2.1 – Action Plan Development



Goal To increase English II scores by 2% during the 2011-2012 school year

Which need(s) does this Goal address? Campbell County high school needs to continue increasing the percentage of students scoring “Proficient/Advanced” in all areas of EOC tests in order to meet the graduation requirement determined by NCLB.





Timeline Person(s)


Resources



/ Outcomes

Action Step

All data will be analyzed. (TCAP, TVAAS, EOC, Explore tests, and DiscoveryEd benchmark test, etc) and will be used to place students in appropriate english classes.

Aug. ‘11 and

continuing

Gretchen Thomas,

Sandi Wilson,

Jamie

Wheeler,

Katherine Ayers,

Kyra Pierce,

Ken Owens,

and Melissa

Perkins

TCAP Data

TVAAS Data

EOC Data

Explore Data

Benchmark Data

Local, State, and Federal funds

Formative assessments will be developed and given at scheduled intervals

in all Math classes.

Data from these assessments will be used to determine

student needs.




students passing english classes.

Action Step

Student’s identified as being “at-risk” will be placed research-based intervention program sessions.

Aug. ’11 and

continuing

Mary Ann Cummins

Nancy Cole

E2020 Labs, Software, and

teacher

Plato Lab, software, and

Labs and some software have already been

purchased with Federal funds Additional cost

Student progress toward achievement

goals will be monitored weekly

using the monitoring provided with the





Michelle Moser

teacher for these labs is the salary of the teachers. Nancy

Cole and Michelle Moser will be paid from Title funds and

Mary Ann Cummins is paid

with regular teacher funds

software packages. students passing english classes

Action Step

DiscoveryEd formative assessments will be administered throughout each semester for all students enrolled in English I and English II

Aug.’11 and

continuing

Gretchen Thomas, Samuel

Boshears, Lisa

Copeland, Betty Pierce,

Charlotte Sances, and

Katherine Heckmann

DiscoveryEd web based

software and computer lab

SIG funds

Item analysis data from assessments will

be used for differentiated instruction.

Increased levels students in proficient

and advanced categories of EOC

English II exam and mores students passing English

classes.

Action Step

Students will receive tutoring services after school.


school hours and one-hour

free lunch) and

continuing

Anna Castleberry, Lisa Bolton, Lisa Leach, Mary Ann Cummins, and Bob Holder

EOC Coach books

Textbooks Manipulatives

Computer Labs E2020 Software

Extended Contracts and

Volunteers



with classroom teacher to determine

target areas for tutoring.



Action Step

All English teachers will have training in data analysis and formative assessment development in order to better meet the instructional needs of students

Aug. ’11 and

continuing

Gretchen Thomas

Data

Curriculum Coordinator

salary paid by SIG money

Evaluation will be based on

development of formative assessment

and use of data to plan group and

individual instruction




students passing English classes.

Action Step

All English teachers will be trained in Tennessee standards, teaching strategies, higher order thinking, and problem solving.

Aug. ’11 and

continuing

Gretchen Thomas

Copies of state standards for all

teachers.

SIG funds for Curriculum Coordinator

Formal and Walk-through evaluations

Increase teachers’ knowledge of

Tennessee state


standards and guidelines in order to map, prioritize, and

add rigor to the curriculum.

Increase student achievement on

English EOC exams

Action Step

Administrators will research ways to adjust master schedule to increase student learning by scheduling time for teacher collaboration.

Aug. ’11 and

continuing

Sandi Wilson

Gretchen Thomas

Jamie

Wheeler

None None Schedule will be

adjusted according to academic needs

Increase student learning and performance

Action Step

All teachers will be trained by the Flippen Group on “Capturing Kid’s Hearts” to promote a positive school and classroom climate.

Aug. ’11 and

continuing

Flippen Group

Consultants

Federal funds will pay for the Flippen Group

consultants

Walk Through and formal observations

Feedback from

consultants

Increased student engagement, time on

task, and student achievement.

Action Step

Motivational speaker Dave Webber will speak to all teachers (County wide)

Aug. ‘11

Dave

Webber (consultant)

Consultant Title funds


Teachers will become more positive and

respectful to students and each other to improve school

culture and climate in order to increase

student achievement.

Action Step

Grade level guidance counselors will regularly check grades of all students. All students who make an F in any class will be called in for a conference with counselors, principal, teacher, and parents every grading period.

Aug. ’11 and

continuing

Katherine Ayers

Ken Owens

Melissa Perkins

Kyra Pierce

Sandi Wilson


State, Local, and Federal funds


Student grades

Improved student grades and parent communication and involvement.


Action Step

Mock Writing Assessments will be given to ALL students in All subjects to measure and assess student achievement.

Aug. ’11 and

continuing

Gretchen Thomas and All Faculty

None Local, State, Federal funds

Completed Students’ writings

Improved student writing scores and

EOC scores

GOAL 2.2 – Action Plan Development



Goal To improve climate and culture within our school.

Which need(s) does this Goal address? A positive school culture will increase attendance and test scores and help to reduce discipline referrals.





Timeline Person(s)


Resources



/ Outcomes

Action Step

Continue professional development to increase attendance and test scores and reduce discipline referrals.

Aug. ’11 and

continuing

Flippen Consultants

and all Faculty and

Staff

Flippen Consultants

Substitutes

State, Local, and Federal funds

EOC scores, attendance rate, and

discipline referrals will be analyzed to

see if goal is successful

Improved EOC scores and

attendance rate

Decrease in Discipline Referrals


Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation (Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response required

What evidence do we have that shows that a collaborative process was used throughout the

entire planning process?

Lisa Bolton was appointed SIP Planning and Implementation Chair after attending a workshop in

2009. Since then, she has continued to train and assist other staff and faculty members in the

planning process. Teams were established Bolton and administration as determined by planning

period and diversity of team. Teams that were established will remain consistent and will

reconvene next year on the same committee. New teachers will be added to committees using the

same criteria and addressing losses due to retirement or vacating teachers. Committees will meet

regularly in an ongoing process to monitor and make changes. Every member of the staff and

faculty has played a role in developing the SIP this year. We will continue this method in

following years.

Leadership meetings were established for department heads, committee chairs, administrators,

community members, exceptional teachers, and students to meet and discuss issues related to the

organization of the school, development of the SIP, and implementation of the SIP. Members are

responsible for relaying information to various committees and departments and then are

responsible for relaying comments and suggestions back to the Leadership Committee. The first

meeting was held during the first semester of the school year as a meet-and-greet and new

members were added. The second meeting was held January 26, 2012, to discuss last year’s report

card data, the implementation of data in the SIP, and the upcoming Title I monitoring. Minutes and

Attendance are on file. Future meetings will be planned as needed.

Evidence of Alignment of Data and Goals – Narrative response required

What evidence do we have that proves alignment between our data and our goals?

To align our beliefs, shared vision, and mission with our goals we used the results and

information gathered in component 3 to write our goals and design strategies for the action plan.

State assessment data revealed that we made AYP in all areas, but in depth analysis revealed

areas that require improvement. Results of school surveys such as teacher observations and

classroom data, state assessment data were used in determining the goals to improve student

achievement.

Evidence of Communication with All Stakeholders – Narrative response required

What evidence do we have of our communication of the TSIPP to all stakeholders?

All members of the school including teachers, principals, guidance counselors, custodians,

cooks, and secretaries are involved in developing the SIP. Each staff and faculty member is

responsible for giving input and formulating the SIP. Also, steps were taken to communicate

with the community by writing articles in the local newspaper and putting alerts on our local

public access channel to alert community members, students, and parents about our beliefs,

goals, and mission. In each classroom the beliefs and mission statement are posted as well as

being posted throughout the school. In order to keep communication ongoing, the school

improvement plan will be addressed at all parent teacher meetings and updates will be

communicated through local media. A school leadership team consisting of representatives from

each stakeholder group will meet regularly, as needed.


Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative

response required

What evidence do we have that shows our beliefs, shared vision and mission in Component

2 align with our goals in Component 4?

Our mission states that we will provide every student with the opportunity to excel both

academically and socially and to become productive, motivated citizens in a diverse and

changing world. In doing this we will provide each student with the opportunity to learn and

experience success. This opportunity is established through our goal to improve Math and

Reading / Language scores through the various programs and tutoring and intervention offered.

Because we are committed to seeking excellence, our process and implementation will be on-

going and ever-changing. Our committees will continue to meet and evaluate the processes that

have been implemented to this point and what changes will be necessary to meet the needs of

students and to reach our goals.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and

Organization – Narrative response required

What evidence do we have that shows our action steps in Component 4 align with our

analyses of the areas of curriculum, instruction, assessment and organization in

Component 3?

The action steps in Component 4 are directly correlated to the data collection and analysis in

Component 3. Curriculum, instruction, assessment, and organizational practices that were

proven effective will be continued and practices that were shown ineffective have been identified

and will be corrected as stated in the action steps. New strategies will be implemented in order

to reach the goals we have stated and to improve the ineffectiveness of current programs and

organization of the school.


Suggestions for the Process – Narrative response required

What suggestions do we have for improving our planning process?

We recognize that the planning process will not end with the completion of this plan. Each

committee will be responsible for continuing to meet regularly and report to the Leadership

Committee as well as the SIP Chairs. Each committee is responsible for revising and making

new suggestions known in order to make changes and revisions as appropriate.

In order to revise and complete the SIP, meetings should be held to discuss the plan as a whole

and then to teach individual committees essential skills needed to complete the plan.

Committees need to have specific training to explain the process and component that each

committee is completing in order to fully understand and implement the plan.

Better communication of the SIP to all stakeholders must be addressed. In addition, better

communication of implementation of the SIP must be established for faculty and must be

implemented into the classroom.

TEMPLATE 5.2: Implementation Evaluation (Rubric Indicator 5.2)

Evidence of Implementation – Narrative response required

What is our plan to begin implementation of the action steps?

The administration will address specific implementation steps to the department chairs to

disseminate information to classroom teachers. Classroom teachers will then implement steps in

individual classrooms. The administration will enforce action steps in monthly faculty meetings,

or as needed. Administration and the Curriculum Coordinator will monitor implementation

through the process of observation and conferencing with individual teachers. The

administrative staff will continue to support and communicate through the leadership committee,

committee chairs, and department chairs.


Evidence of the Use of Data – Narrative response required

What is the plan for the use of data?

Data will be utilized to discover weaknesses and strengths in the steps that have been established

for improvement. The data will be assessed each year to determine which programs should be

continued and which should be discontinued due to a lack of improvement. Curriculum

Coordinator and data teams will continue to monitor formative and summative assessment data

to communicate success and failure of strategies and practices. Data will be used as a guide for

instruction and intervention. Formative assessment benchmark exams will be implemented with

every Algebra, English, and Biology student. All teachers will be trained to use this program

and to use data to differentiate instruction.

Formative Assessment Data Used for Monitoring Effectiveness and Implementation of Plan

Teacher surveys, classroom walk-through and formal observations will be used to monitor

progress of action steps. Common formative assessments will be utilized to monitor progress

toward student achievement goals and will be analyzed regularly in data team and subject level

meetings. Schedule of SIP committee meetings, agendas, minutes, and sign in sheets will be

used to monitor ongoing improvement process

Formative Assessment Data to be used to Diagnose and Measure Progress

DiscoveryEd formative assessments will be given throughout each semester to monitor progress

toward EOC proficiency and instructional planning. Data will be analyzed using individual

student reports and class summary reports. Individual student plans will be made based on

standards not yet mastered and instruction will be planned accordingly. Curriculum coordinator

will meet weekly with core subject teachers to assure implementation.

Persuasive writing assignments will be collected in all classes. Papers will be analyzed

according to the state writing rubric and feedback will be used to improve student writing.

Poster sized state rubric and sample papers are posted in each classroom and used continually for

scoring and feedback. Career Technical (CTE) formative competency assessments are used as


standards are completed. Teachers re-teach each standard until 75% of each competency is

mastered before progressing to the next competency.

Summative Assessment Data

End of Course (Algebra I, English II, Biology, English I, English III, Algebra II, and US History)

Fall 2011 and Spring 2012

Tennessee Writing Assessment (11th

Grade) – Feb. 2012

Graduation Rate – May 2011

Attendance Rate – May 2011

A two year comparison will be used to analyze growth patterns in student achievement. Teacher

observation data (walk-through and formal observations, and individual conferences) will be

analyzed to determine fidelity of implementation of plan and compared with student achievement

data to determine if action steps are producing desired growth results.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response required

What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team

will meet to sustain the Tennessee School Improvement Planning Process? Identify the

person(s) responsible for monitoring and the role they will play in the monitoring process.

The school-wide leadership team will meet4-6 times per year. Sandi Wilson is responsible for

notification of committee members and stakeholders. Jamie Wheeler will monitor to ensure that

meetings do occur.


Evidence of a Process for Monitoring Plan – Narrative response required

What will be the process that the School Leadership Team will use to review the analysis of

the data from the assessments and determine if adjustments need to be made in our plan?

In coordination with our school curriculum/data coordinator, we will continue to meet in our

committees and departments regularly to determine changes needed in instruction and

assessment.

Evidence of a Process for Adjusting Plan – Narrative response required

What will be the process that the School Leadership Team will use for adjusting our plan

(person(s) responsible, timeline, actions steps, resources, evaluation strategies) when

needed?

Chairpersons of each component of the TSIP will meet with Leadership Team to give updates of

implementation progress and discuss any problems or adjustments to be made.

Evidence of a Plan for Communicating to All Stakeholders – Narrative response required

How will the School Leadership Team communicate success/adjustments of the plan to

stakeholders and solicit ongoing input from stakeholders?

The School Leadership Team will use local media and school media such as grade card notices,

signs, school website, and announcements at parent meetings to communicate with the

community and parents. The attendance of community members and students will also allow

communication of issues and concerns both to and from the Team.

A master copy of the SIP will be located in the library and the main office of the school.

Teachers wishing to have a copy will be allowed to copy from the master disc, the current and

revised SIP. If this is not feasible, Lisa Bolton will provide the teacher with a copy, either in

paper form or disc form.


Documents

Tennessee School Improvement Plan - Campbell County, TN Public Schools