School:

Clarkrange High School

District:

Fentress County

Analysis of last year’s final results:

Areas of Greatest Progress:

Areas of Greatest Challenge:

1) Graduation rate increased from 93.8% in 2014 to 98.5% in 2015.

2) Algebra I increased from 61.7% proficient and advanced in 2014 to 82.7% in 2015.

3) English II increased from 66.7% proficient and advanced in 2014 to 72.5% in 2015.

4) English III increased from 45.5% proficient and advanced in 2014 to 52.9% in 2015.

1) ACT Scores (ACT Benchmarks were not met in any area.)

2) Algebra I narrowed the gap for the economically disadvantaged from 16.2 in 2014 to 2.3 in 2015. Algebra II narrowed that gap from 33.6 in 2014 to 20 in 2015. English II completely closed the gap between economically disadvantaged and non-economically disadvantaged. The gap for economically disadvantaged in English III grew from -6.8 in 2014 to 46.6 in 2015.

Source of Progress:

Source of Challenge:

1) Early graduation is made possible for those in danger of dropping out due to family financial responsibilities. Credit recovery is available to help keep students on track for graduation. It is also used to aid transfer students in correcting identified deficiencies due to differing curriculum. Adult high school is available for those who have fallen behind in their credits. It keeps students in school by allowing them to earn more credits at a faster pace. It also allows a teen parent to continue his/her education. Plant the Seed Program was implemented to encourage the value of continuing education. Home visits are made to check on any arising situations. They are used to organize and coordinate financial support from local churches and philanthropic groups. Counseling is used to maintain close family and interpersonal relationships.

2) Through PLC's the Math department works collaboratively to plan activities. Also, data is analyzed to find areas of need for all students within each math classroom. STAR Math allows us to identify a student’s current level of proficiency so he/she can work on identified deficits. Students are given practice on objectives and can only test when proficiency is demonstrated. This remediation was addressed during RANGE Time (RTI2). Mastered objectives are reviewed throughout the new lessons to ensure retention of knowledge. Free tutoring is also available before school. Benchmark Exams are given to track students progress leading toward End-of-Course Exams. A math specialist was brought in late in the first semester to work on pacing guides and benchmark tests. Adjustments were made at the at the beginning of the second semester to address areas that were not working well the first semester. As a result, the classes testing second semester showed tremendous gains.

2), 3), 4) CHS is blessed to be a school with a wide variety of technology available to be used with students. There is an open computer lab and a mobile laptop lab available for completion of class projects, research, ACT practice online, and the use of various software programs such as Word, Excel and Power Point. Each of the
CTE teachers has a classroom set of IPads. All classrooms are equipped with a teacher laptop station, Smart Board, and projector. Many teachers use their Smart Board for bell-ringer activities which incorporate writing skills into their classrooms on a weekly basis. Each
student also has a Chromebook for use during school hours.

1) Teachers need a better understanding of the layout of the ACT test and strategies to pass on to students to help them be successful.

2) More effective use of the Benchmark Exams can help continue improvement of students' scores. Data Link has been added to help identify specific standards that are most problematic for students.

The gaps between the economically disadvantaged and the non-economically disadvantaged and between students with disabilities and non-students with disabilities are significant. The teachers at Clarkrange High School attend in-

narrow these gaps. Research shows that students exposure to more cultural events will increase vocabulary. Economically disadvantaged do not have the same opportunities, therefore, their vocabulary is not as well developed. Common Core State Standards focus on academic vocabulary within each of the content areas.

Goals for this school year:

Overall Achievement Goals: (Aligned to First to the Top Goals)

1) Improve ACT composite score of 17.4 in 2014-2015 by 1 point (18.4) in 2015-2016

2) No targets were set by the state due to the new testing this school year. Targets set by the school are to increase proficient/advanced percentages from 0-1%
(a) Algebra II (30.4% in 2014-2015 up to 31.5% in 2015-2016)
(b) English III (52.9% in 2014-2015 up to 53.9% in 2015-2016)
(c) English II (72.5% in 2014-2015 up to 73.5% in 2014-2015 and
(d) Algebra I (82.7% in 2014-2015 up to 83.5% in 2014-2015)

Subgroup Goals: (List each subgroup individually)

3) Economically Disadvantage

a) Algebra II narrow the gap from 20 in 2015 to 15 in 2016.

b) English III narrow the gap from 46.6 in 2015 to 35 in 2016.

Other Required Goal Areas:

1) Continue to meet or exceed graduation rate of 90%

2) No targets were set by the state due to the new testing this school year. Targets set by the school are to increase proficient/advanced percentages from 0-1%
(a) Algebra II (30.4% in 2014-2015 up to 31.5% in 2015-2016)
(b) English III (52.9% in 2014-2015 up to 53.9% in 2015-2016)
(c) English II (72.5% in 2014-2015 up to 73.5% in 2014-2015 and
(d) Algebra I (82.7% in 2014-2015 up to 83.5% in 2014-2015)

3) Continue to meet or exceed state attendance rate of 93%

Plan for this school year:

Key strategies to achieve goals:

1) Remediation (Intervention)

2) Weekly after school ACT tutoring as requested

3) CASE Exams for ACT and ACT Plan Prep.

4) Benchmark Exams

Key strategies to achieve progress for students with the greatest need:

5) Renaissance Program to reward academic achievement and attendance

6) Field Trips to provide cultural experiences not readily available in this area (studies show that exposure to cultural diversity improves vocabulary, thus improving test scores)

Benchmarks for Progress

Benchmark:

Timeline:

1) Response to Instruction and Intervention (RTI2)
Students are given the STAR Test as a screener at the beginning of the year and then every 4 1/2 weeks to monitor progress. Those scoring below the 25th percentile are placed in Tier II to fill in deficiencies. All other students are placed on Study Island to work on ACT skills.

Daily (1:10-1:40)

2) ACT Tutoring
The purpose of this tutoring is to allow students the opportunity to bring in problem areas and have one on one tutoring with a volunteer mathematics major in our community. Any student who wants to improve his/her ACT math score may attend any or all provided sessions.

Weekly

3) CASE College and Career Readiness Exams (ACT & PLAN)
This test is taken in the ACT format to prepare students for the upcoming tests. The data and scores are analyzed to create plans for students.

September & January

4) Benchmark Exams
These exams help us to recognize students deficiencies and recommend remediation. These tests include ACT and EOC type questions.

Given every 9 weeks

5) Renaissance Program
The goal of the Clarkrange Renaissance is to encourage students to (a) achieve better grades, (b) improve attendance, (c) improve behavior, (d) assist the school in becoming a better learning facility, and (e) promote and instill the value of pride, self-confidence, self-worth and that everyone can achieve. It is the intent for those students who need improvement to see the value and importance of education. In turn, students will be motivated to perform better in school. We want to create a culture that recognizes excellence.

Semi-annual celebration with rewards throughout each semester

6) Cultural Events
The Art and Music departments also have an art show and choral concert for cultural enrichment. Connection to cultural experience and personal relevance is known to enhance student motivation and learning. Acknowledgment and valuing of learners' cultural experience is also considered an important aspect of creating relationships that lead to learning. (Elements Comprising the Colorado Literacy Framework: V. Cultural Experience and Personal Relevance). Periodic trips as time and funds allow.

Periodic trips as time and funds allow

Each April (Art Show, Spring Concert)