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School name: Campbell County High School___________________
Tennessee School Improvement Planning Process (TSIPP)
SIP Templates
Tennessee Department of Education
Commissioner Lana C. Seivers
August, 2007
School name: Campbell County High School___________________
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.
School name: Campbell County High School___________________
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
School name: Campbell County High School___________________
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# _
122-132____ to activities
*(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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 5 of 118
*(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# _
118-131____ to activities
*(j.) coordination and integration of federal, state, and local
services and programs. X
Link TSIP Pg# _
119-120____ to activities
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 6 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 7 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 8 of 118
Component 1a - School Profile and Collaborative Process
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 9 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 10 of 118
Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
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
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 2 Chair Signature
Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name Position Chair
Judy Parker Science Teacher
Eric Reynolds Agriculture Teacher Y
Kathy Heckman English Teacher
Sherry Chapman Assistant Principal
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 11 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 12 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 13 of 118
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
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 3 Chair Signature
Subcommittee for COMPONENT 4 Action Plan Development
Member Name Position Chair
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 14 of 118
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
(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 4 Chair Signature
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 15 of 118
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name Position Chair
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
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 5 Chair Signature
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 16 of 118
Component 1a - School Profile and Collaborative Process
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 17 of 118
Data Source Relevant Findings
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 18 of 118
Data Source Relevant Findings
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).
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 19 of 118
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 name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 20 of 118
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
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.
Graduation Report
The 2010-2011 graduation rate was 82.8%.
Homebound Records
Currently there are 6 students on homebound status.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 21 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 22 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 23 of 118
NCLB Report of Adequate Yearly Progress
The 2011 NCLB report of adequate yearly progress indicates that CCHS made AYP in all areas.
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.
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 24 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 25 of 118
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
School name: Campbell County High School___________________
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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
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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
School name: Campbell County High School___________________
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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
School name: Campbell County High School___________________
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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
School name: Campbell County High School___________________
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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.
School name: Campbell County High School___________________
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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
School name: Campbell County High School___________________
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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
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Parent Survey
JROTC Evaluation
Faculty Attendance Rate
Post Secondary Placement
Teacher Attendance Report
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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.
School name: Campbell County High School___________________
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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.
School name: Campbell County High School___________________
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Chart 1.2
End-of-Course Results in Percentages BY GENDER
2009/2010 School Year
2010/2011 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
2009/2010 School Year
2010/2011 School Year
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
School name: Campbell County High School___________________
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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
2009/2010 School Year
2010/2011 School Year
GENDER Male Female Male Female
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.
School name: Campbell County High School___________________
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English 3 (11th Grade) Writing Assessment
English III Writing Assessment in Percentages
ALL STUDENTS
2009/2010 School Year
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
2009/2010 School Year
2010/2011 School Year
GENDER Male Female Male Female
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
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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
School name: Campbell County High School___________________
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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.
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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.
2011 School Value Added
Campbell County Comprehensive High School in Campbell County
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
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.
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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.
2011 School Value Added
Campbell County Comprehensive High School in Campbell County
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
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.
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Growth Differences
The 2011 TVAAS Report indicates the growth rate of students at CCHS was not detectably different from the state.
2011 School Value Added
Campbell County Comprehensive High School in Campbell County
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
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.
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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%
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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%.
School name: Campbell County High School___________________
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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.
School name: Campbell County High School___________________
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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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 48 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 49 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 50 of 118
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.
School name: Campbell County High School___________________
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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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 52 of 118
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/
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/
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 53 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 54 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 55 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 56 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 57 of 118
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
School name: Campbell County High School___________________
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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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 59 of 118
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.
School name: Campbell County High School___________________
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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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 61 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 62 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 63 of 118
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/
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 64 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 65 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 66 of 118
classroom
management
strategies.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 67 of 118
Template 3.2.b: Instructional Gap Analysis
Instructional 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 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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 68 of 118
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
“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 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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 69 of 118
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.
Equity and Adequacy:
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 70 of 118
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
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).
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 71 of 118
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).
Instructional Summary Questions- Narrative Response Required
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 72 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 73 of 118
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 74 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 75 of 118
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/
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.
.
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.
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 76 of 118
Evidence of
effectivenes
s or in-
effective-
ness
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.
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 77 of 118
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
School name: Campbell County High School___________________
Tennessee School Improvement Planning Process Templates – August, 2007 Page 78 of 118
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
“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 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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 80 of 118
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.
“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 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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 81 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 82 of 118
Are we providing equity and adequacy to all of our teachers?
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.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
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.
Based on the data, are we accurately meeting the needs of all students in our school?
Yes, based on AYP report.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 83 of 118
Template 3.3.c: Assessment Summary Questions (Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 84 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 85 of 118
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.
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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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 88 of 118
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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 89 of 118
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/
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.
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 90 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 91 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 92 of 118
Template 3.4.b: Organizational Gap Analysis
Organizational 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 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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 93 of 118
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
“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 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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 94 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 95 of 118
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.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 96 of 118
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
Based on AYP data, yes. However, more funds should be used to purchase supplies and
materials for teachers, students, and classrooms.
Based on the data, are we accurately meeting the needs of all students in our school?
Yes, based on AYP data.
Template 3.4.c: Organization Summary Questions (Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 97 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 98 of 118
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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 100 of 118
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
Increased number of students who meet
requirements for grade level progress
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
Increased number of students who meet
requirements for grade level progress
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
Increased number of students who meet
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 101 of 118
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
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 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.
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
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
Increase in number of students in proficient
and advanced categories of all
assessments and increased number of
Tennessee School Improvement Planning Process Templates – August, 2007 Page 103 of 118
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.
Aug. ’11 school year (after
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
Student grades will be analyzed to see if tutoring is successful. Tutoring teacher will
develop communication plan
with classroom teacher to determine
target areas for tutoring.
Increased grades and passing rates of
students involved in 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
Increase in number of students in proficient
and advanced categories of all
assessments and increased number of
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 104 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 105 of 118
Action Step
Motivational speaker Dave Webber will speak to all teachers (County-wide)
Aug. ‘11
Dave
Webber (consultant)
Consultant Title funds
Walk through observations
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
Star Student Records
Existing personnel salaries
County funding
for STAR
Counselor phone and conference logs
Student grades
Improved student grades and parent communication and involvement.
GOAL 2.1 – 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 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.
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.
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
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.
Increase in number of students in proficient
and advanced categories of all
assessments and increased number of
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
Increase in number of students in proficient
and advanced categories of all
assessments and increased number of
Tennessee School Improvement Planning Process Templates – August, 2007 Page 107 of 118
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.
Aug. ’11 school year (after
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
Student grades will be analyzed to see if tutoring is successful. Tutoring teacher will
develop communication plan
with classroom teacher to determine
target areas for tutoring.
Increased grades and passing rates of
students involved in 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
Increase in number of students in proficient
and advanced categories of all
assessments and increased number of
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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 108 of 118
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
Walk through observations
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
Star Student Records
State, Local, and Federal funds
Counselor phone and conference logs
Student grades
Improved student grades and parent communication and involvement.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 109 of 118
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
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 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.
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.
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
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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 111 of 118
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.
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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.
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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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 115 of 118
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
Tennessee School Improvement Planning Process Templates – August, 2007 Page 116 of 118
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.
Tennessee School Improvement Planning Process Templates – August, 2007 Page 117 of 118
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.
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