comprehensive school improvement plan hancock county high

Comprehensive School Improvement

Plan

Hancock County High School

Hancock County School District

Mr. Richard A Lasley

80 State Route, 271 South Lewisport, KY 42351-9746

Document Generated On January 13, 2014

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 6 Notable Achievements and Areas of Improvement 8 Additional Information 9

Consolidated School Improvement Plan - Nov. 2013

Overview 11 Goals Summary 12

Goal 1: All Students and Staff at Hancock Co. High School will feel safe within the school environment for optimal

learning opportunities. 13

Goal 2: All Students at Hancock Co. High School will become college or career ready by the time they graduate. 14

Goal 3: All freshmen entering Hancock Co. High School will have an opportunity to graduate in four years. 16

Goal 4: All students will improve their overall Reading and Math ability so that they reach the college-ready benchmark

by the time they graduate. 17

Goal 5: All IEP and at-risk students will be given opportunities for success. 18

Goal 6: Gaps at Hancock Co. High School will be reduced by teachers focusing on the growth of every student based

on their ability. 19

Goal 7: Every member of the Program Review Teams (Arts/Humanities, Writing, Career/Tech Ed) commit to help the

staff at HCHS focus on areas indicated in the Program Review as needing improvement. 22

Goal 8: All Teachers at Hancock Co. High School will work to emphasize LEARNING over teaching. 23

Goal 9: All students will be exposed to the arts and will be given an opportunity to have an appreciation for individual or

multiple art forms. 23

Goal 10: All visual & performing arts students will be given community access and awareness to groups who share the

same talents. 24

Activity Summary by Funding Source 26 Progress Notes 31

KDE Needs Assessment

Introduction 34 Data Analysis 35 Areas of Strengths 36 Opportunities for Improvement 37 Conclusion 38

KDE Assurances - School

Introduction 40 Assurances 41

School Safety Diagnostic

Introduction 47 School Safety Requirements 48

Compliance and Accountability - High Schools

Introduction 51 Planning and Accountability Requirements 52

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to

ensure that students reach proficiency and beyond by 2014. The process focuses school and district improvement efforts on

student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and

closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality

planning, and by making connections between the funds that flow into the district and the priority needs in schools.

Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and

clearly address gaps in student achievement.

Comprehensive School Improvement PlanHancock County High School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the

strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of

how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to

reflect on how it provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Hancock County is a small rural community supported by plenty of industry nestled halfway between Louisville and Evansville on the Ohio

River. The close family ties and individual communities permeate not only through the county itself, but also in each individual school within

the district. In the four schools (2 elementary, 1 middle and 1 high), you can be assured that connections are made and relationships are

formed on a consistent basis. It can be said that "when something happens", it doesn't take long for the entire community to know about it.

Strong family values exist in Hancock County, which makes for a hometown feel whether you are attending a school function, the county

fair or the Sorghum Festival. Due to this, Hancock County Schools has the unique pleasure of harboring traditionally "good kids". Although

Hancock County has its issues and barriers when it comes to the youth of the community, it does not experience near the amount of troubles

that many communities in the state have - large or small.

Because the district is small, even though in many ways it can be seen as an advantage, it also has its disadvantages and special

challenges. Because we have the higher tax base supported by industry, we have less funding from the state and federal government than

most districts in Kentucky. For the high school (currently 38.0% Free/Reduced Lunch) it becomes even more of a challenge because it is not

a Title I school . This prompts the high school staff to seek other measures to support new technology and have the best resources available

for the students or find ways to use what already exists more effectively.

The student population within the district is predominantly white (95%+) but it can be seen that the other races that exist, although small in

number, are accepted. This goes back to the strong family values that exist throughout the county. This acceptance can be demonstrated at

the high school by foreign exchange students being nominated/crowned as Homecoming Prince/Princess and the popularity that these

students have among the student body. Although the occasional racial issue may occur, it can be quickly handled and corrected without any

other occurrence. For a vast majority of the time, students of other backgrounds are readily accepted for who they are and where they may

come from.

The AFGR Graduation rate at Hancock County High School is not as high as we would hope (79.7% in 2013 with State average at 78.8%)

and the Retention Rate (1.8% in 2012) and Dropout Rate (0.4% in 2012) are low largely in part by the programs that are in place. The Credit

Recovery Program alone has enabled several students to graduate on time over the last three years but the ESS and tutoring programs that

have existed where we have met individual student needs has contributed to the success of our students as well. The dedication of the staff

willing to stay after school to help students and their needs out of the kindness of their hearts says a lot about their professionalism and

commitment to education. For the past three years this has been the trend for the staff at HCHS, once again, due to lack of state funding for

ESS and the fact that HCHS is not a Title I school.

The Failure Rate over the past three years has also declined due to the implementation of policies like the Freshmen/Sophomore Protocol

where 0's are not accepted (among other measures). The failure rate of the freshmen during the 2009-2010 school year dropped by more

than 10% due to the fact that this policy was in place and that students are made to call parents at any moment during the school day that

they do not have complete homework assignments. After even a handful of calls made to parents, it was found that parents readily become

partners in the education of their children by making sure the homework is complete each night - if for no other reason than to stop receiving

the calls at work or at home while they are sleeping off a late night shift. Only eight freshmen failed classes by the end of 2009-2010 and

only two of these students were retained as freshmen for this current school year - compared to five freshmen retentions the year before.

At the beginning of the 2013-14 school year, HCHS had established a "Data Nest" for the tracking of student success and growth at each

grade level on EPAS assessment. Each student is represented four times in this room to show their placement on the English, Mathematics,

Reading and Science score continuum. Benchmark lines are prominent on the wall and a multi-layered sticker system is evident on the



individual student cards. Each Department in the building (Math, English, Science, Social Studies, Arts & Humanities, Career/Tech. Ed. And

Special Needs) has a system in place and have reasons to access this room to track students. Each time during the year that we receive

updated assessment data for a particular grade-level, the core content departments gather and move students on the wall based on their

current score. Many very positive conversations take place in the course of updating student placement and a celebration of individual

student success. This process and new system in place makes the foundation of our new focus on individual student growth.

The staff is made up of dedicated individuals. Regardless of the background or history of the teachers or staff members, they all work very

well together for a common goal. More specifically, each staff member is dedicated to make ALL students successful each year they are

enrolled at school with the end goal of making ALL students College and/or Career Ready by the time that they graduate. This can only

mean success beyond high school.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. Although Hancock County High School is considered to be a small school, the staff takes pride in the fact that it still offers a variety in

programs and curriculum. Although larger schools have made significant cuts in programs like the arts and Career & Tech. Ed., students can

choose from a wide array of programs at Hancock County High School including; Band and Choir; Musical Theatre and Visual Arts; dual

credit and AP; multiple Career & Tech. Ed. Programs, and; Information Technology, Welding and Health Science for dual-credit. This variety

enables students to go in just about any direction while in high school in an effort to help them get a jump-start on their future.

The Staff has worked hard over the last couple of years to provide our students with the latest 21st Century Skills Education as well as the

latest Technology. Hancock Co. High School is very proud in being the first 1:1 school using iPad tablets on Sept. 14, 2011. Since the

inaugural launch of this initiative, the staff has worked to integrate more resources that can be used in conjunction with the devices as well as

get the students to use them for Collaboration, Communication, Critical Thinking and Creativity in the course of their assignments. We will

admit that we have experienced a "pitfall" here and there as we have moved the initiative forward but have quickly remedied the issue

through adults working together to find a proactive solution.

The mindset of making change for the best interest of the students that exists among the staff and administration is a cause for pride as

well. The fact that the staff, administration and SBDM Council embraces continuous improvement as policies are implemented to stay "one

step ahead" is a testament to the professionalism of the adults in the building. We may not always make the right decision producing the

results that were initially warranted, but the effort most always sends us in the right direction in the end. Policies like the Reading Class for

all non-grade-level readers to get all students reading at grade level prior to graduation, the Freshmen/Sophomore Protocol Policy to reduce

failures during the freshmen year and the most recent policies to funnel our most advanced college-bound students into advanced and AP

classes are all examples of this continuous improvement mindset. With the community, parents and Board Personnel working together to

make these initiatives productive will only make for a brighter future for the students at Hancock County High School.

The relationships that are formed at school between the staff and students are a unique feature of Hancock County High School due to the

small, rural nature as well as a carry-over of the strong family ties mentioned earlier. Relationships remains the #1 Focus Area for the staff at

the start of this school year followed by"LEARNING is greater than teaching" and "Student Growth". We have determined that everything

else will fall into place if these items remain at the top of our list and our efforts on a daily basis.

For relationships, we continue to be proud of the fact that we can get to know the students more personally by the time they graduate and

seek measures to differentiate based on the needs of each. Our mentor program is an example of a measure taken to support our most at-

risk population in an effort to see them through to graduation by giving the student a positive influence in their life. Relationships make a

world of difference in producing a positive culture in schools and the efforts of the staff at Hancock County High School have been a true

example.

Before all credit is given to the staff in building relationships, the students deserve their share of recognition. The fact that there exists far

fewer problems at Hancock County High School than even in schools similar in size lends credit to the "strong family values" that was

mentioned before. Even though we experience drug/alcohol issues from time to time, these occurrences are far fewer than in surrounding

schools. The fact that administrators do not have to be on duty during lunch times in the Commons Area is a testament to the overall

behavior of the students. This is truly a unique experience for high schools in this day and time.

Just as unique for any school setting is the accepting nature of our student body. Although the population of students is predominantly

white, students of other race and nationality are accepted as well as students of various handicapping conditions. Throughout the building,

students of all backgrounds and conditions can be seen co-existing and collaborating on academic interests. The overall acceptance of our

student body is never more apparent than the times we have seen awards given to downs-syndrome students that were decided on by a



team and the voting of princess for another student with handicapping conditions at Homecoming. These are just a few examples where the

students of Hancock County have shown that no matter where students may come from, their background or condition, they are just as much

a part of the school as anyone. When conditions and attitudes like this exist in a school, the educational process is far easier to manage and

it gives the stakeholders at Hancock County High school an opportunity to focus on other barriers that need our time and attention.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. The greatest strength area that Hancock Co. High School has outperformed many schools in the state the past two years has been in

College & Career Readiness. Since the new Unbridled Learning and Accountability system has been put into effect, Hancock Co. High

School has ranked among the top 10% in this area. This is due in large part to the decisions that were made to focus on preparing students

for success beyond high school, even before it became a part of accountability at the state level. Between the work of our new assistant

principal/college & career readiness coordinator, specific math/language arts teachers and the Career/Tech. Ed. Dept., focus is given to

individual students in trying to help them reach benchmarks or prepare them for industry/career skills certification. It is due to these efforts

that our College & Career Readiness indicator has reached the level that it has.

Primarily due to the CCR score, the overall index of 66.7 at Hancock Co. High School has given us a Distinguished rating placing the

school at the 94th percentile compared to all high schools in the state. The staff is very proud of this status and recognition but realizes at

the same time that we still are not satisfied with the assessment scores. While Novice percentages for Math, Language Arts and Writing are

well below average in our state and region, each department has dedicated themselves to focus on each individual student to help them

strengthen their skills and learn concepts so that each student has the opportunity to show adequate growth on assessment. Each

department has established SMART goals that indicate student performance increases and each department is dedicated to continue the

action steps that will produce results.

One of the main focus areas of the school for the 2014 accountability year is to place more emphasis on student learning than on the

teaching of the concepts and skills. This basically means that teachers are thinking outside the box in an effort to engage their students in

the learning process and make them take more ownership in their learning. The fundamental idea behind this theory is that the students will

learn if they are actively participating. Evidence for success with these strategies will be witnessed with formative and summative

assessment data compared to previous year performance. With improved performance on the formative and summative unit assessment,

the students have a much better chance of retaining and mastering the content and skills needed to perform well on the End-of-Course,

Writing On-Demand and even EPAS assessment.

Two areas that have been indicated as needing most improvement are in reducing Novice in Social Studies and increasing Distinguished

rates for Social Studies and Science. Each of these departments have looked at the data and have determined SMART Goals based on

improvements that are needed for our students to perform at a level that they are capable. The action steps for each of the departments are

the same as indicated above, but each teacher is aware of their part that is needed to make the gains that are necessary.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. One of the measures we have implemented to help strengthen relationships between staff and students as well as in reducing

bullying/harassment among students is in developing a student -driven committee (SAFE - Students And Faculty Engaged). With the efforts

of the students and staff on this committee, events are scheduled so that students and faculty can engage in activities that have already

shown an improvement in the overall atmosphere at school. Attendance has increased, failure rates have shown decrease and the number

of in-school suspensions have dropped as well. We would like to thing that these indicators are due in large part to the efforts of the staff and

students focusing to improve relationships.

Lastly, the faculty at Hancock Co. High School is very dedicated to the continuous improvement process. This is evidenced based on the

continued work and determination to show improvement in a year that the school was labeled Distinguished and given an overall 94th

percentile rating. It would have been very easy for the staff to revel in the moment, but their dedication and attitude took over to prove that

our students can do better. As principal of this school, I can attest that the adults in this building are working harder and smarter than I have

ever witnessed and I greatly appreciate the professionalism that is currently unfolding.



Consolidated School Improvement Plan - Nov.

2013



Overview

Plan Name

Consolidated School Improvement Plan - Nov. 2013

Plan Description

Revised 11/22/13



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All Students and Staff at Hancock Co. High School

will feel safe within the school environment foroptimal learning opportunities.

Objectives:1Strategies:1Activities:4

Organizational $500

2 All Students at Hancock Co. High School willbecome college or career ready by the time theygraduate.


Organizational $2000

3 All freshmen entering Hancock Co. High School willhave an opportunity to graduate in four years.


Organizational $0

4 All students will improve their overall Reading andMath ability so that they reach the college-readybenchmark by the time they graduate.


Organizational $0

5 All IEP and at-risk students will be givenopportunities for success.


Organizational $0

6 Gaps at Hancock Co. High School will be reducedby teachers focusing on the growth of every studentbased on their ability.


Academic $0

7 Every member of the Program Review Teams(Arts/Humanities, Writing, Career/Tech Ed) committo help the staff at HCHS focus on areas indicatedin the Program Review as needing improvement.


Organizational $345

8 All Teachers at Hancock Co. High School will workto emphasize LEARNING over teaching.


Organizational $0

9 All students will be exposed to the arts and will begiven an opportunity to have an appreciation forindividual or multiple art forms.


Organizational $500

10 All visual & performing arts students will be givencommunity access and awareness to groups whoshare the same talents.


Organizational $1000



Goal 1: All Students and Staff at Hancock Co. High School will feel safe within the school

environment for optimal learning opportunities.This plan includes progress notes which are at the very end of this document

Strategy 1: Addressing School Safety - Administration and staff went over the KCSS School Safety Audit report from Dec. 6, 2012 audit - All items needing attention were covered

and the original strategy/action items are complete. A higher percentage of Teachers indicated that they agree that the school is a safe place to work (95.7% - see

AdminEfficSurvey 9-2013) and 94.2% of parents agreed that the school was a safe place for their child to learn (see HCHSParentSurvey 9-2013). We will continue the

same activities we have implemented in this past year and will continue to survey parents, students and staff to ensure that our strategies are effective. Research Cited: Learning is possible if the students feel comfortable in their surroundings.

Measurable Objective 1:collaborate to address safety concerns indicated by stakeholders by 06/28/2013 as measured by a 10% increase in the number of parents, students and staff who feelsafe at HCHS based on a follow-up survey to the recent KCSS survey..

Activity - Review KCSS Safe Schools Audit Report Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administration and staff will review the KCSS Safe Schools Audit Reportand determine procedural changes needed at the school.

Other 01/23/2013 02/20/2013 $0 No FundingRequired

HCHSAdministrationand Staff

Activity - Review KCSS Safe Schools Audit Report with District Admin. Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

HS and District Administration will review the KCSS Safe Schools AuditFacilities Report and determine structural changes needed at the school tobetter ensure the safety of the students and staff.

Other 01/23/2013 02/27/2013 $0 DistrictFunding

High Schooland DistrictAdministration

Activity - SAFE Committee Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

In the Spring of 2013, the SAFE (Students and Faculty Engaged)Committee was formed for the purpose of strengthening the relationshipsbetween staff and students. The committee consists of 5 students, 5teachers and 1 classified staff member. Throughout the 2013-14 schoolyear, this committee will meet at least quarterly and will devise activities topromote Bully/Harassment Prevention and activities to build/continue amore positive atmosphere between the adults in the building and thestudents.

BehavioralSupportProgram

04/12/2013 06/27/2014 $500 Booster Fund SAFECommittee,HCHS Staff &Administration

Activity - Relationships - Focus Area #1 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 2: All Students at Hancock Co. High School will become college or career ready by the time

they graduate.This plan includes progress notes which are at the very end of this document

Strategy 1: Differentiated CCR Assistance - The College & Career Readiness Coordinator and specific teachers will start each year with a list of students who have not reached the

college readiness status and will work with these students on an individual basis. Research Cited: Individual instruction meets the needs of students.

Strategy 2: Increase KOSSA Completers - The CTE department will work together and with the guidance counselor to ensure that students have an opportunity to reach the 4th

class in order to complete a career path. Students will have to be given opportunities within the Master Class Schedule each year. Research Cited: Career pathways provide students for better chance at future success.

The teachers will consciously work to maintain a positive relationship withtheir students and promote a culture for learning in their classroom.


08/14/2013 05/20/2014 $0 No FundingRequired

All Teachers& Staff

Measurable Objective 1:collaborate to increase the percent of students who are considered college or career ready to 72% by 05/29/2015 as measured by College & Career ReadinessReport.

Activity - College & Career Readiness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

CCR Coordinator, Math Teachers and English Teachers will work withstudents individually or in small groups.

CareerPreparation/Orientation


CCRCoordinator,MathTeachers,EnglishTeachers

Activity - KOSSA Completers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

CTE Department Members will designate students who are intending to orhave potential to complete a career pathway for the 2013-14 school year.



Career &Tech Ed.Department,CCRCoordinator,GuidanceCounselor



Strategy 3: ASVAB Exam - The ASVAB Exam will be offered once each semester for students who are considering the military upon graduation. The CCR Coordinator and the

Guidance Counselor will set this up accordingly with the ASVAB Military Personnel. Research Cited: Students need to be offered multiple avenues to pursue.

Strategy 4: College Ready Awareness - Core Content Teachers will collaborate with the CCR Coordinator to determine which students at each grade-level have not reached the

college-readiness status (based on EPAS assessment available). Each department will be responsible to try to work with groups of students in class or, at a minimum,

schedule the students according to their assessment scores so that they have a better chance for success and can move on to the next grade level appropriately. Research Cited: Individualized instruction gives students better chance for success.

Activity - ASVAB Exam Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The ASVAB will be given once each semester - students will be identifiedfor this exam based on performance on other assessments or it will beoffered for students seeking military after high school.



CCRCoordinatorand GuidanceCounselor

Activity - College Ready Awareness Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Core Content Teachers will identify students at the beginning of eachschool year that have not reached college-readiness status on the mostrecent EPAS assessment. These students will be scheduled accordinglyand will be worked with individually or in small groups in order to increasetheir chances on the next EPAS assessment.

AcademicSupportProgram


Core ContentTeachers,GuidanceCounselor,CCRCoordinator

Activity - EPAS Assessment Practice Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Guidance Counselor, CCR Coordinator and Administration will set uppractice PLAN and ACT exams at least once during the year for all 9th,10th and 11th Grade students to give the students plenty of exposure onthe exam in an effort to help them time themselves more efficiently andallow them to be more comfortable with the assessment.


08/13/2014 10/15/2014 $1500 DistrictFunding

CCRCoordinatorand GuidanceCounselor

Activity - College Ready Awareness per Teacher Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Core Content Teachers will embed EPAS-type questions, skills, andstrategies within daily instruction, activities and assessments. Teacherscan give two EPAS exams in an effort to prepare students without thestudents feeling over-assessed. Each student should improve his/herscore the next time they take an EPAS assessment.


01/10/2014 05/20/2015 $500 DistrictFunding

Core ContentTeachers andHSAdministration



Goal 3: All freshmen entering Hancock Co. High School will have an opportunity to graduate in

four years.This plan includes progress notes which are at the very end of this document

Strategy 1: At-risk Student Identifier - Students who are at-risk of not graduating on time will be identified so that interventions or counseling may be applied as necessary to better

increase each student's opportunities for success. Research Cited: Individualized instruction gives students a better chance for success.

Strategy 2: 9th/10th Grade Protocol - All teachers of 9th and 10th grade students will obtain signed contracts with students and parents at the beginning of the school year. These

contracts will stipulate expectations for student success to include parent calls home or at work when a student does not have an assignment complete when it is due.

We intend that this protocol will help keep direct lines of communication open and will allow parents to remain partners in their child's education. Fewer missing

assignments will prompt fewer failures and repeated classes by students. Research Cited: Students of parents who are kept informed and involved in a child's education have a better chance of success.

Strategy 3: TLC Committees - Each Teacher will join one Grade-Level "TLC Committee" starting the 2013-14 school year. Each month, during our Early Release Time, the

teachers in this committee will discuss individual students who are not performing, frequently absent and are in danger of not passing their class. Research Cited: At-Risk Students identified - action steps developed

Measurable Objective 1:collaborate to increase the freshman graduation rate from 79.7 to 86.5 by 05/30/2014 as measured by the Unbridled Learning Formula.

Activity - Silent Mentor Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All identified at-risk students will be assigned to a Silent Mentor who will besure to check in on the student and have positive interactions in an effort tobreak-down barriers and keep the students focused on their education.



HSAdministrationand All Staff

Activity - 9th/10th Grade Protocol Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Contracts will be signed by parents and students - parents will becontacted each period of the day when students have incomplete ormissing assignments that are due.



All Teachersof 9th/10thGradestudents andAdministration



Strategy 4: Programs Added - Programs will be added at HCHS when enough desire by students is indicated for the program and funding/staffing is made available for the

program to exist. Programs like Welding, Maintenance, Aeronautics, etc. will be made available to increase the opportunities for students to find their area of interest.

These programs will lead to industry or career certification by the time students graduate. Research Cited: Students will remain in school if they find a reason to be there.

Goal 4: All students will improve their overall Reading and Math ability so that they reach the

college-ready benchmark by the time they graduate.This plan includes progress notes which are at the very end of this document

Strategy 1: Disaggregate Data - Core Teachers will look at the data from the previous year's EOC assessment to determine which subgroups our students underperformed and

which students underperformed in general. The department will develop goals to achieve and plans for the department to reach those goals. Each member of the

department will agree to follow the plan based on their particular grade level so that individual student performance will increase. Research Cited: Data supported decisions have the most influence on student achievement

Activity - TLC List Made Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers within each Grade-Level TLC Committee will make a list ofstudents most concerned about. Teachers will discuss strategies that haveworked with each individual student and will devise plans to help them bemore successful.



All HSTeachers

Activity - Conferences with Parents Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Administration will set up Parent Conferences with any student who hasmade the TLC List 2 months in a row or more. These meetings will be heldat times that teachers are available to join or covers will be made availablefor teachers to stop by and add their input for what the individual studentsneed.



AdministrativeTeam

Activity - Industry Partnership Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The school and district administration will continue to be outreach partnerswith industry and Owensboro Community Technical College to increaseprograms that will be helpful to our students and community.


08/14/2013 06/27/2014 $0 Other DistrictAdministration& High SchoolAdministration

Measurable Objective 1:collaborate to increase the combined Reading and Math K-PREP scores from 47.8 to 57.0 by 05/20/2014 as measured by 2013-2014 End-of-Course Assessments..



Strategy 2: EOC Practice and Strategies - Each Core teacher will work to incorporate released EOC Multiple Choice as well as Constructed Response items on formative and

summative assessments so that students will be more familiar with the assessment process. Research Cited: Practice will improve performance.

Goal 5: All IEP and at-risk students will be given opportunities for success.This plan includes progress notes which are at the very end of this document

Strategy 1: At-risk Interventions - At-risk and IEP students will be identified early each semester and provided assistance and/or extra time in order to complete work needed to be

successful in the classroom. Collab teachers will spend individual time with each student on their case-load, as needed, for the students to be more successful in their

classes. Research Cited: Individual Instruction allows for better chance of student success

Activity - Goals/Plans per Department Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each Core Department will determine goals for achievement that areneeded as well as plans for each department member to help reach thosegoals.



Core ContentTeachers andAdministration

Activity - Remediate Novice Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

After the teachers in each of the Core Departments have identified thestudents who are performing at the Novice level (for Algebra II and forACT), a schedule will be devised to work individually or in small groupswith students during LEAD starting in January to strengthen theirfoundation of skills and understanding of concepts for the subject area.



CoreTeachers

Activity - EOC Practice and Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will embed EOC-type Multiple Choice and ConstructedResponse items in regular formative and summative assessment.



Core ContentTeachers

Measurable Objective 1:collaborate to Increase student achievement for all student groups in the Hancock County High School so that the achievement gap decreases and the overall gapscore improves from 39.0 to 41.4+ by 05/20/2014 as measured by the 2014 Spring K-Prep assessment results.

Activity - Interventions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 6: Gaps at Hancock Co. High School will be reduced by teachers focusing on the growth of

every student based on their ability.This plan includes progress notes which are at the very end of this document

(shared) Strategy 1: Data Nest - Teachers will invest time to access data and individual student scores to collaboratively (within departments) determine strategies to help students improve

this year based on their ability level. Based on these strategies, students will improve. Teachers will develop their own Growth Goals based on these Goals and Action

Plans based on these strategies. Research Cited: Best Practice

IEP Teachers and Regular Classroom Teachers will collaborate to identifystudents who are at-risk of failing and not graduating on-time. Thesestudents will be helped and given more time to complete work as needed.



IEP Staff,RegularClassroomTeachers andAdministration

Activity - Motivating IEP Students Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Special Ed. Dept. Members will work to ensure that each student intheir case-load is properly motivated to perform at his/her potential on anyform of assessment. Each department member will determine the needs ofthe student and find ways to reduce barriers leading up to the day ofassessment.



Special Ed.Staff

Measurable Objective 1:100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in English Language Arts by 05/16/2014 as measured byEPAS assessment results.

Activity - Classroom Intervention Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will help guide their students in class based on strategiesdeveloped by the department to maximize each student's success.



All CoreContent Staff

Activity - Novice/Non-Benchmark Remediation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible









Teachers within the Core Departments will make a schedule to work withthe students identified as Novice on the 2013 EOC Assessment or thestudents identified as NOT meeting Benchmark on the most recent EPASassessment starting in January through LEAD class. Each student will beworked with individually or in small groups to help strengthen their skillswithin the subject area and concepts needed to be successful onassessment.



CoreDepartments

Measurable Objective 2:100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in Mathematics by 05/16/2014 as measured by EPASAssessment results.


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




CoreDepartments

Measurable Objective 3:100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in Science by 05/16/2014 as measured by EPASAssessment results.







Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




CoreDepartments

Measurable Objective 4:100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in Social Studies by 05/16/2014 as measured by EPASAssessment results and AP score reports.


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




CoreDepartments

Measurable Objective 5:A 10% decrease of All Students will demonstrate a proficiency by increasing their understanding of concepts to perform above the Novice Level in Social Studies by05/20/2014 as measured by a decrease of 10% or more in Novice from the previous years US History EOC Exam..






Goal 7: Every member of the Program Review Teams (Arts/Humanities, Writing, Career/Tech Ed)

commit to help the staff at HCHS focus on areas indicated in the Program Review as needing

improvement.This plan includes progress notes which are at the very end of this document

Strategy 1: Program Review Meetings - Members of the Program Review Teams will work together at least 3 times during the year to ensure that the staff are aware of items

needing improvement. All departments in the building will be represented on each of the Program Review Teams. Faculty Meeting times will be used if it is deemed

necessary to communicate needs to the faculty. Research Cited: Communicating to ensure that all factions are aware of needs and work to improve those needs.


Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible




CoreDepartments

Measurable Objective 1:collaborate to improve in areas of need as indicated in the Program Review Self-assessment from Spring 2013 by 05/16/2014 as measured by the Program ReviewAssessment for our current year.

Activity - Visit Proficient PR School Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 8: All Teachers at Hancock Co. High School will work to emphasize LEARNING over

teaching.This plan includes progress notes which are at the very end of this document

Strategy 1: LEARNING > teaching - Teachers will work together within departments and even grade levels to determine the best-practice teaching strategies that will maximize

student engagement within the classroom and mastery of the material. Research Cited: Best Practice Teaching

Goal 9: All students will be exposed to the arts and will be given an opportunity to have an

appreciation for individual or multiple art forms.

The Program Review Leaders (Arts/Humanities, Writing, Career/TechEd)will choose a school district to visit who has been scored Proficient in theirProgram Review Areas to compare their programs to our own.

Other 11/05/2013 11/29/2013 $345 DistrictFunding

Principal,Sarah Sparks,Lori Roberts,Laura Szefi

Measurable Objective 1:collaborate to focus on teaching to the different learning styles in an effort to maximize student engagement and retention/mastery of concepts/skills by 05/20/2014 asmeasured by students performing at a higher level on formative/summative assessment as well as End-of-Course and College-Ready assessment.

Activity - 21st Century Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each teacher will determine daily 21st Century Teaching strategies thatthey can employ that will give students more time to collaborate,communicate and critically think about the skills and concepts they arelearning. Students will take more ownership in their learning while theteachers ensure that the students are still exposed to the content/skillsnecessary to be successful on assessment.



All Teachers

Activity - Project-Based Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collaborate within departments to determine Project-BasedLearning strategies that will tie directly to the standards and outcomes thatwill enable students to creatively showcase their abilities in learning thematerial in small groups. Teachers will work to incorporate as many asone PBL per unit as long as the student performance is shown to improvefor those types of strategies compared to traditional teaching methods.



All Teachers



This plan includes progress notes which are at the very end of this document

Strategy 1: Arts Carousel - The Arts & Humanities department will collaborate to provide a showcase of individual visual artwork as well as performing arts performances to the

entire student body. The "carousel" will be arranged for smaller group settings where students can have more of an impact for the art forms. The purpose of the

activity to not only to share an appreciation for the art forms but to also encourage other students who have the talents to consider taking courses that would foster their

own growth in this area. Research Cited: More exposure to the arts teaches student to be more well-rounded

Goal 10: All visual & performing arts students will be given community access and awareness to

groups who share the same talents.This plan includes progress notes which are at the very end of this document

Strategy 1: Outside Performance Groups - Outside arts performance groups and individuals will be brought in the school to expose our arts-gifted and general population students

to people achieving successful art careers. This will enable our own students to realize their potential in pursuing careers in areas they have shown talent for the arts. Research Cited: Relevancy

Measurable Objective 1:complete a portfolio or performance by showcasing the multiple art forms within the school building by 05/21/2014 as measured by student reflection or analysis of theperformances and products they have viewed through an on-line survey..

Activity - Arts Carousel Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Arts & Humanities department will collaborate to organize the ArtsCarousel and schedule a date in February or March for the event to takeplace.



Arts &HumanitiesDept.

Activity - Outside Performers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Arts & Humanities Dept. will work to include outside performing groupsor individuals to participate in the Arts Carousel. This will help our studentsrealize the potential for pursuing arts careers.

CommunityEngagement

11/13/2013 04/16/2014 $500 SchoolCouncilFunds


Measurable Objective 1:collaborate to bring in outside community groups to perform for our students so that they are shown examples of successful citizens who have pursued arts careers. by04/16/2014 as measured by outside performance individuals or groups participating in the Arts Carousel.



Strategy 1: Display Arts Graduates - A hallway within the school building will be designated to display graduates who have pursued successful careers in the arts. This recognition

should increase interest in our arts-gifted students to pursue their own career within the area they have shown talent for the arts. More arts-gifted students should

realize the potential for arts careers. Research Cited: Relevancy

Activity - Arts Carousel Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Outside performing groups will be invited to participate and perform for ourstudents in the Arts Carousel.


11/13/2013 04/16/2014 $500 SchoolCouncilFunds


Activity - Classroom Visits Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Outside arts performers and groups will be invited to individual artsclassrooms to make relevant connections for our students to see thepotential for following a career in the arts.




Measurable Objective 2:collaborate to showcase individuals who have graduated from Hancock Co. High School and have followed arts careers by 11/12/2014 as measured by banners orplaques being on display.

Activity - Display Arts Graduates Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Banners or plaques will be designed and purchased to recognize arts-successful Hancock Co. High School graduates.

Other 11/13/2013 12/17/2014 $500 SchoolCouncilFunds

Arts &HumanitiesDept. andPrincipal



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

District Funding

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

College Ready Awarenessper Teacher

Core Content Teachers will embed EPAS-type questions,skills, and strategies within daily instruction, activities andassessments. Teachers can give two EPAS exams in aneffort to prepare students without the students feeling over-assessed. Each student should improve his/her score thenext time they take an EPAS assessment.


01/10/2014 05/20/2015 $500 Core ContentTeachers andHSAdministration

Visit Proficient PR School The Program Review Leaders (Arts/Humanities, Writing,Career/TechEd) will choose a school district to visit who hasbeen scored Proficient in their Program Review Areas tocompare their programs to our own.

Other 11/05/2013 11/29/2013 $345 Principal,Sarah Sparks,Lori Roberts,Laura Szefi

Review KCSS Safe SchoolsAudit Report with DistrictAdmin.

HS and District Administration will review the KCSS SafeSchools Audit Facilities Report and determine structuralchanges needed at the school to better ensure the safety ofthe students and staff.

Other 01/23/2013 02/27/2013 $0 High Schooland DistrictAdministration

EPAS Assessment Practice The Guidance Counselor, CCR Coordinator andAdministration will set up practice PLAN and ACT exams atleast once during the year for all 9th, 10th and 11th Gradestudents to give the students plenty of exposure on theexam in an effort to help them time themselves moreefficiently and allow them to be more comfortable with theassessment.


08/13/2014 10/15/2014 $1500 CCRCoordinatorand GuidanceCounselor

Total $2345


StaffResponsible

Remediate Novice After the teachers in each of the Core Departments haveidentified the students who are performing at the Novicelevel (for Algebra II and for ACT), a schedule will be devisedto work individually or in small groups with students duringLEAD starting in January to strengthen their foundation ofskills and understanding of concepts for the subject area.


01/03/2014 05/20/2014 $0 CoreTeachers



Classroom Visits Outside arts performers and groups will be invited toindividual arts classrooms to make relevant connections forour students to see the potential for following a career in thearts.


11/13/2013 04/16/2014 $0 Arts &HumanitiesDept.

21st Century Teaching Each teacher will determine daily 21st Century Teachingstrategies that they can employ that will give students moretime to collaborate, communicate and critically think aboutthe skills and concepts they are learning. Students will takemore ownership in their learning while the teachers ensurethat the students are still exposed to the content/skillsnecessary to be successful on assessment.


10/16/2013 05/20/2014 $0 All Teachers

KOSSA Completers CTE Department Members will designate students who areintending to or have potential to complete a career pathwayfor the 2013-14 school year.


01/31/2014 04/25/2014 $0 Career &Tech Ed.Department,CCRCoordinator,GuidanceCounselor

Silent Mentor Program All identified at-risk students will be assigned to a SilentMentor who will be sure to check in on the student and havepositive interactions in an effort to break-down barriers andkeep the students focused on their education.


09/03/2013 08/13/2014 $0 HSAdministrationand All Staff

Goals/Plans per Department Each Core Department will determine goals forachievement that are needed as well as plans for eachdepartment member to help reach those goals.


10/16/2013 05/30/2014 $0 Core ContentTeachers andAdministration

Conferences with Parents Administration will set up Parent Conferences with anystudent who has made the TLC List 2 months in a row ormore. These meetings will be held at times that teachersare available to join or covers will be made available forteachers to stop by and add their input for what theindividual students need.


10/16/2013 05/02/2014 $0 AdministrativeTeam

Project-Based Learning Teachers will collaborate within departments to determineProject-Based Learning strategies that will tie directly to thestandards and outcomes that will enable students tocreatively showcase their abilities in learning the material insmall groups. Teachers will work to incorporate as many asone PBL per unit as long as the student performance isshown to improve for those types of strategies compared totraditional teaching methods.


08/16/2013 05/20/2014 $0 All Teachers

Novice/Non-BenchmarkRemediation

Teachers within the Core Departments will make aschedule to work with the students identified as Novice onthe 2013 EOC Assessment or the students identified asNOT meeting Benchmark on the most recent EPASassessment starting in January through LEAD class. Eachstudent will be worked with individually or in small groups tohelp strengthen their skills within the subject area andconcepts needed to be successful on assessment.


01/03/2014 05/20/2014 $0 CoreDepartments



College Ready Awareness Core Content Teachers will identify students at thebeginning of each school year that have not reachedcollege-readiness status on the most recent EPASassessment. These students will be scheduled accordinglyand will be worked with individually or in small groups inorder to increase their chances on the next EPASassessment.


04/25/2014 09/02/2014 $0 Core ContentTeachers,GuidanceCounselor,CCRCoordinator

Relationships - Focus Area#1

The teachers will consciously work to maintain a positiverelationship with their students and promote a culture forlearning in their classroom.


08/14/2013 05/20/2014 $0 All Teachers& Staff

Classroom InterventionStrategies

Teachers will help guide their students in class based onstrategies developed by the department to maximize eachstudent's success.


09/30/2013 05/16/2014 $0 All CoreContent Staff

College & Career Readiness CCR Coordinator, Math Teachers and English Teachers willwork with students individually or in small groups.


01/10/2014 05/19/2014 $0 CCRCoordinator,MathTeachers,EnglishTeachers

ASVAB Exam The ASVAB will be given once each semester - studentswill be identified for this exam based on performance onother assessments or it will be offered for students seekingmilitary after high school.


01/03/2014 03/28/2014 $0 CCRCoordinatorand GuidanceCounselor

TLC List Made Teachers within each Grade-Level TLC Committee willmake a list of students most concerned about. Teacherswill discuss strategies that have worked with each individualstudent and will devise plans to help them be moresuccessful.


08/16/2013 05/16/2014 $0 All HSTeachers

EOC Practice and Strategies Teachers will embed EOC-type Multiple Choice andConstructed Response items in regular formative andsummative assessment.


10/16/2013 05/30/2014 $0 Core ContentTeachers

Arts Carousel The Arts & Humanities department will collaborate toorganize the Arts Carousel and schedule a date in Februaryor March for the event to take place.



9th/10th Grade Protocol Contracts will be signed by parents and students - parentswill be contacted each period of the day when studentshave incomplete or missing assignments that are due.


08/14/2013 05/14/2014 $0 All Teachersof 9th/10thGradestudents andAdministration

Motivating IEP Students The Special Ed. Dept. Members will work to ensure thateach student in their case-load is properly motivated toperform at his/her potential on any form of assessment.Each department member will determine the needs of thestudent and find ways to reduce barriers leading up to theday of assessment.


10/16/2013 05/20/2014 $0 Special Ed.Staff

Review KCSS Safe SchoolsAudit Report

Administration and staff will review the KCSS Safe SchoolsAudit Report and determine procedural changes needed atthe school.

Other 01/23/2013 02/20/2013 $0 HCHSAdministrationand Staff



School Council Funds

Other

Booster Fund

Interventions IEP Teachers and Regular Classroom Teachers willcollaborate to identify students who are at-risk of failing andnot graduating on-time. These students will be helped andgiven more time to complete work as needed.


10/16/2013 05/20/2014 $0 IEP Staff,RegularClassroomTeachers andAdministration

Total $0


StaffResponsible

Display Arts Graduates Banners or plaques will be designed and purchased torecognize arts-successful Hancock Co. High Schoolgraduates.

Other 11/13/2013 12/17/2014 $500 Arts &HumanitiesDept. andPrincipal

Outside Performers The Arts & Humanities Dept. will work to include outsideperforming groups or individuals to participate in the ArtsCarousel. This will help our students realize the potentialfor pursuing arts careers.

CommunityEngagement


Arts Carousel Outside performing groups will be invited to participate andperform for our students in the Arts Carousel.



Total $1500


StaffResponsible

Industry Partnership The school and district administration will continue to beoutreach partners with industry and Owensboro CommunityTechnical College to increase programs that will be helpfulto our students and community.


08/14/2013 06/27/2014 $0 DistrictAdministration& High SchoolAdministration

Total $0


StaffResponsible



SAFE Committee In the Spring of 2013, the SAFE (Students and FacultyEngaged) Committee was formed for the purpose ofstrengthening the relationships between staff and students.The committee consists of 5 students, 5 teachers and 1classified staff member. Throughout the 2013-14 schoolyear, this committee will meet at least quarterly and willdevise activities to promote Bully/Harassment Preventionand activities to build/continue a more positive atmospherebetween the adults in the building and the students.


04/12/2013 06/27/2014 $500 SAFECommittee,HCHS Staff &Administration

Total $500



Progress Notes

Type Name Status Comments Created On Created ByGoal All Students and Staff at

Hancock Co. High School willfeel safe within the schoolenvironment for optimallearning opportunities.

The overall goal has been achieved for 2013 school year but is a goalwe want to continue year after year. Some strategies will show"Completion" or "Met". SOme strategies and activities have beenadded for this current school year.

November 22,2013

Mr. Richard ALasley

Activity Review KCSS Safe SchoolsAudit Report with DistrictAdmin.

Completed Safe Areas addressed and new front entrance was built Summer2013 to force all visitors in the Office.

November 13,2013

Mr. Richard ALasley

Activity Review KCSS Safe SchoolsAudit Report

Completed Each item on the Audit Report was addressed. Staff was made awareof areas needing improvement. Action Plans in place.

November 06,2013

Mr. Richard ALasley

Goal All Students at Hancock Co.High School will becomecollege or career ready bythe time they graduate.

Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Objective collaborate to increase thepercent of students who areconsidered college or careerready to 72% by 05/29/2015as measured by College &Career Readiness Report.

Not Met Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy Increase KOSSA Completers Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy Differentiated CCRAssistance

Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy ASVAB Exam Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy College Ready Awareness Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity EPAS Assessment Practice In Progress Continued from 2012-13 November 06,2013

Mr. Richard ALasley

Activity College Ready Awarenessper Teacher

In Progress Continued November 06,2013

Mr. Richard ALasley

Activity KOSSA Completers In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity ASVAB Exam In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity College Ready Awareness In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley



Activity College & Career Readiness In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy 9th/10th Grade Protocol Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy At-risk Student Identifier Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity 9th/10th Grade Protocol In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity Silent Mentor Program In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Objective collaborate to increase thecombined Reading and MathK-PREP scores from 47.8 to57.0 by 05/20/2014 asmeasured by 2013-2014End-of-CourseAssessments..

Not Met Need to continue and add strategies November 06,2013

Mr. Richard ALasley

Strategy EOC Practice and Strategies Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Strategy Disaggregate Data Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity EOC Practice and Strategies In Progress Continued from 2012/13 November 06,2013

Mr. Richard ALasley

Activity Goals/Plans per Department In Progress Continued - action steps taken EACH year. November 13,2013

Mr. Richard ALasley



KDE Needs Assessment



Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.



Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you?

What does the data/information not tell you? We are trying to answer which students are showing adequate growth from one year to the next and which teachers are more capable of

getting students to benchmark measures. The data/information does not tell us which students did not perform at their best effort on the

given assessment.



Areas of Strengths

What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there

cause to celebrate? College & Career Readiness is a major strength of our school and a cause for celebration. We plan to continue the efforts that we have used

the past couple of years. The reason for this is that we have consistently scored in the top 10% of the state in CCR by doing so.

Writing On-Demand, English and Math have also been strength areas. We plan to continue our efforts but to also look at each individual

student more closely and provide assistance for the student to help them develop a more sound foundation in the skills and concepts they

are missing. We intend that this will even further reduce our Novice and even Apprentice Learners.



Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need? Two areas identified as needs improvement are in reducing Novice in Social Studies and increasing Distinguished in Social Studies and

Science. We are looking directly at our teaching strategies and trying to find means of getting our students more involved in the learning

process. We have determined that when our students are truly engaged and have control of the learning in the classroom, the more they

retain the information and have a chance to approach mastery of the skills and concepts. If the students are not performing well on Unit

Assessment, they cannot be expected to retain the information enough to do well on the End-of-Course Assessment or Final Exam, let alone

recall the information enough to do well at the next level. Each of our teachers in the building are working to provide more 21st Century

Learning opportunities for our students.



Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Considering our efforts to get more students engaged in the learning process, we will continue to provide our teachers training on our Early

release days and show them examples of 21st Century Teaching models within our own building. By doing so, our teachers will continually

be given examples of successful teaching practices along with data to support the success. This should allow teachers to think of ways they

can develop their own lessons and experience the same success, based on their subject area.

We have developed a Data Nest where every student in the building is placed on a Reading, Math, English and Science score continuum.

With each EPAS assessment (actual or practice assessment), our teachers will move the students in each grade level on the score

continuum to determine which students are growing, which have reached benchmark and which students have/have not performed to their

potential. In this process, discussion within each department will determine what teaching strategies are/are not working and changes that

may be needed in the classroom. Lists of students will be developed to provide further assistance on an individual or small group basis so

that all students will have opportunities to strengthen skills and master concepts for them to be successful on their next assessment.

We will also continue to survey our students and look at that data to determine ways that they enjoy/prefer learning the subject matter. With

this data, along with data from formative and summative assessments, we should be able to determine if our teaching strategies are more

successful than what we have experienced in the past. This should also be reflected in the assessment scores at the end of this year.



KDE Assurances - School



Introduction KDE Assurances - School



Assurances

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data for all students andassessed the needs of the school relative toeach of the schoolwide program components.

Yes

Label Assurance Response Comment AttachmentCore AcademicPrograms

The school planned and developed Schoolwideresearchbased instructional reform strategies tostrengthen the core academic program,increase the amount and quality of learningtime, and provide additional support to allstudents.

Yes

Label Assurance Response Comment AttachmentPreschoolTransition

The school planned preschool transitionstrategies and the implementation process.

No High Schools don't havepreschools.

Label Assurance Response Comment AttachmentResearch-basedStrategies

The school planned and developed schoolwideresearchbased instructional strategies thatprovide additional instruction for studentsexperiencing the greatest degree of difficultymastering the state's academic achievementstandards.

Yes

Label Assurance Response Comment AttachmentHighly QualifiedTeachers

The school planned strategies to recruit andretain highly qualified teachers.

Yes

Label Assurance Response Comment AttachmentHighly Qualified The school planned instruction by

paraprofessionals who meet the requirementsof NCLB and teachers who are Highly Qualifiedunder NCLB.

Yes

Label Assurance Response Comment AttachmentTitle I, Part ASchoolwide Funds

The school allocated and spent Title I, Part ASchoolwide funds only on allowable programsand activities and maintained appropriatefinancial records in this regard on its Title I,Part A programs and activities.

No Hancock Co. High School doesnot have access to Title 1 funds.



Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, evaluation and communicationof assessment results of the Schoolwideactivities, which included the development andimplementation of a Parent Compact and aParent Involvement Policy.

Yes SampleCommunication ofResults

Label Assurance Response Comment AttachmentSchoolwidePlanning

The school incorporated the ten schoolwideplanning criteria into the existing schoolimprovement planning process.

No Not sure what this is referring to.Every faculty member wasinvolved in using data to establishtheir own SMART goals thatreflected and supported the goalsof each department in thebuilding. This work was the firststep in our revision of our schoolimprovement plan.

Label Assurance Response Comment AttachmentProfessionalDevelopment

The school planned or provided appropriateprofessional development activities for staffmembers who will be serving students.

Yes

Label Assurance Response Comment AttachmentComprehensivePlan

The school an annual evaluation that addressesthe implementation of the comprehensive planand student achievement results that will informchanges when needed.

Yes

Label Assurance Response Comment AttachmentComprehensiveNeeds Assessment

The school conducted a comprehensive needsassessment, which included a review ofacademic achievement data, and establishedobjective criteria for identifying eligible Title Istudents.

Yes

Label Assurance Response Comment AttachmentInstructionalStrategies

The school planned and developed researchbased instructional strategies to support andassist identified students.

Yes

Label Assurance Response Comment AttachmentTargetedAssistanceActivities

The school planned targeted assistanceactivities for identified students that coordinatedand integrate with other federal, state, and localprograms.

Yes




The school planned targeted assistanceactivities for identified students that coordinatewith and support the regular educationalprogram so identified students have access toboth.

Yes

Label Assurance Response Comment AttachmentSchoolwideActivities

The school planned activities to coordinate andintegrate with other federal, state, and localprograms.

Yes

Label Assurance Response Comment AttachmentSchoolwideActivities

The school planned activities that coordinatewith and support the regular educationalprogram.

Yes


The school planned or developed strategies tomonitor and evaluate the success of targetedassistance activities with the identified studentsand will use the results of the evaluation toinform and improve instructional strategies andprofessional development activities.

Yes

Label Assurance Response Comment AttachmentHighly Qualified The school assigned paraprofessionals who

met the requirements of Highly Qualified underESEA to work with targeted assistanceprograms and activities.

Yes

Label Assurance Response Comment AttachmentFederal ProgramFunds

The school allocated and spent federal programfunds only on programs and activities foridentified eligible students. The schoolmaintained appropriate financial records on itsTitle I, Part A programs and activities.

No Hancock Co. High School is noteligible for Title 1 funds.

Label Assurance Response Comment AttachmentParentalInvolvement

The school planned or developed strategies toincrease parental involvement in the design,implementation, and evaluation of the targetedassistance activities, which included theimplementation of a Parent Compact and aParent Involvement Policy.

Yes Contract for9th/10th Grade



Label Assurance Response Comment AttachmentTargetedAssistancePlanning

The school incorporated the eight TargetedAssistance planning components into theexisting school improvement planning process.

No Not sure what this is.


The school planned or provided appropriateprofessional development activities for staffmembers who serve identified Title I students.

No Not Title 1 funded.

Label Assurance Response Comment AttachmentComprehensiveImprovement Plan

The school planned an annual evaluation thataddressed the implementation of thecomprehensive plan and student achievementresults that informed changes when needed.

Yes

Label Assurance Response Comment AttachmentTransparency The current school year Comprehensive School

Improvement Plan (CSIP) is available forstakeholders to examine on our school websiteand linked to our district website. (provide thewebsite link below)

No As of this moment the currentCSIP is not available on ourwebsite. However, it will beuploaded and available on ourwebsite when it is approved atour Board Meeting by the end ofthis month.

http://www.hancock.k12.ky.us/school_home.aspx?schoolID=1

Label Assurance Response Comment AttachmentTeacher Quality The school notifies parents when their

child(ren) are taught for four or moreconsecutive weeks by teachers who are nothighly qualified

Yes


The school provides professional developmentfor staff based on a comprehensive needsassessment, which included a review ofacademic achievement data and additionalcriteria, to ensure all students are college andcareer ready.

Yes

Label Assurance Response Comment AttachmentRanking Report The school ensures that if the Title I Ranking

Report lists counselors, nurses, mediaspecialist or “other” staff for the school, there isdocumentation indicating this need in order toimprove student achievement.

No Not a Title 1 School



Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties are under the directsupervision of a highly qualified classroomteacher and providing instruction rather thanclerical work.

Yes

Label Assurance Response Comment AttachmentPara-educators The school ensures that all para-educators with

instructional duties that involve targetedstudents are under the direct supervision of ahighly qualified classroom teacher andproviding instruction rather than clerical work.

Yes

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school ensures that there is a schedule ofnon-instructional duties for paraeducatorsdemonstrating that the duties are on a limitedbasis only

Yes

Label Assurance Response Comment AttachmentPara-educator Non-Instructional Duties

The school scheduled non-instructional dutiesfor para-educators working with targetedstudents demonstrating that the duties are on alimited basis only

Yes

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title I funds.

Yes HCHS does not have Title 1funds to use.

Label Assurance Response Comment AttachmentCap SizeRequirements

The school met its cap size requirementswithout using Title II funds.

Yes



School Safety Diagnostic



Introduction In response to recent tragic events in our nation’s schools, during the 2013 legislative session the Kentucky General Assembly took action,

through the passage of Senate Bill 8/House Bill 354, to assure that our schools are safer places for students and staff to work and learn.

Among other things, SB8/HB354 required changes to emergency plan requirements, the development of school safety practices, and

additional severe weather, lockdown and earthquake drills. The bill also required local school district superintendents to verify to the

Kentucky Department of Education that all schools in the district are in compliance with these requirements. This diagnostic is the means by

which this reporting is accomplished.



School Safety Requirements

Label Assurance Response Comment Attachment1. Does each school have a written Emergency

Management Plan (EMP)?Yes This document is updated every

year.Emergency Plan 7-2013

Label Assurance Response Comment Attachment2. Did the SBDM Council adopt a policy requiring

the development and adoption of an EMP?Yes Approved in July 10, 2013 SBDM

Meeting. Agenda Attached.July 2013 SBDMAgenda

Label Assurance Response Comment Attachment3. Did the SBDM Council adopt the EMP? Yes July 10, 2013

Label Assurance Response Comment Attachment4. Has each school provided the local first

responders with a copy of the school's EMPand a copy of the school's floor plan?

Yes

Label Assurance Response Comment Attachment5. Has the EMP been reviewed and revised as

needed by the SBDM council, principal, andfirst responders (annually)?

Yes

Label Assurance Response Comment Attachment6. Was the EMP reviewed with the faculty and

staff prior to the first instructional day of theschool year?

Yes We go over this every OpeningDay. See attached Agenda.

Opening DayAgenda 8-2013

Label Assurance Response Comment Attachment7. Were local law enforcement and/or fire officials

invited to review the EMP?No No, but they were given our latest

copy including map and layout ofthe school.

Label Assurance Response Comment Attachment9. Are evacuation routes posted in each room at

any doorway used for evacuation, with primaryand secondary routes indicated?

Yes



Label Assurance Response Comment Attachment10. Has the local Fire Marshal reviewed the

designated safe zones for severe weather andare they posted in each room?

Yes Rick Montague stopped by andvisited on Oct. 30, 2013

Label Assurance Response Comment Attachment11. Have practices been developed for students to

follow during an earthquake?Yes

Label Assurance Response Comment Attachment12. Has each school developed and adhered to

practices designed to ensure control of accessto each school (i.e., controlling access toexterior doors, front entrance, classrooms,requiring visitor sign-in and display ofidentification badges)?

Yes New front entrance was installedin July 2013 that forces all visitorsthrough the office. We also haveto buzz all visitors in and have anintercom to communicate asneeded.

Label Assurance Response Comment Attachment13. Has each school completed all four emergency

response drills during the first 30 days of theschool year? (Fire in compliance with <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake)

Yes The principal keepsdocumentation of dates (seeattached form) and completes therequired forms to keep on fileevery year.

Drill Doc 2014

Label Assurance Response Comment Attachment14. Are processes in place to ensure all four

emergency response drills (Fire in compliancewith <ahref="http://www.lrc.ky.gov/kar/815/010/060.htm" TARGET="_blank"> Fire Safety</a>regulations), Lockdown, Severe Weather andEarthquake) will occur within the first thirtyinstructional days beginning January 1?

Yes Same procedures as lastquestion will be followed inJanuary of each year.



Compliance and Accountability - High Schools



Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that

students reach proficiency and beyond by 2014. The process focuses school and district improvement efforts on student needs by bringing

together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between

subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds

that flow into the district and the priority needs in schools.

Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address

gaps in student achievement.



Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELL KY Survey results. Goal 1:

All Students and Staff at Hancock Co. High School will feel safe within the school environment for optimal learning opportunities. Measurable Objective 1:

collaborate to address safety concerns indicated by stakeholders by 06/28/2013 as measured by a 10% increase in the number of parents,

students and staff who feel safe at HCHS based on a follow-up survey to the recent KCSS survey.. Strategy1:

Addressing School Safety - Administration and staff went over the KCSS School Safety Audit report from Dec. 6, 2012 audit - All items

needing attention were covered and the original strategy/action items are complete. A higher percentage of Teachers indicated that they

agree that the school is a safe place to work (95.7% - see AdminEfficSurvey 9-2013) and 94.2% of parents agreed that the school was a safe

place for their child to learn (see HCHSParentSurvey 9-2013). We will continue the same activities we have implemented in this past year

and will continue to survey parents, students and staff to ensure that our strategies are effective.

Research Cited: Learning is possible if the students feel comfortable in their surroundings.

Activity - Review KCSS Safe Schools AuditReport

ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

Administration and staff will review the KCSSSafe Schools Audit Report and determineprocedural changes needed at the school.

Other 01/23/2013 02/20/2013 $0 - No Funding RequiredHCHSAdministration andStaff

Activity - Relationships - Focus Area #1 ActivityType Begin Date End Date Funding Amount &


The teachers will consciously work to maintaina positive relationship with their students andpromote a culture for learning in theirclassroom.


08/14/2013 05/20/2014 $0 - No Funding Required All Teachers & Staff

Activity - Review KCSS Safe Schools AuditReport with District Admin.



HS and District Administration will review theKCSS Safe Schools Audit Facilities Report anddetermine structural changes needed at theschool to better ensure the safety of thestudents and staff.

Other 01/23/2013 02/27/2013 $0 - District FundingHigh School andDistrictAdministration



Goal 2:

All freshmen entering Hancock Co. High School will have an opportunity to graduate in four years. Measurable Objective 1:

collaborate to increase the freshman graduation rate from 79.7 to 86.5 by 05/30/2014 as measured by the Unbridled Learning Formula. Strategy1:

At-risk Student Identifier - Students who are at-risk of not graduating on time will be identified so that interventions or counseling may be

applied as necessary to better increase each student's opportunities for success.

Research Cited: Individualized instruction gives students a better chance for success.

Goal 3:

All students will improve their overall Reading and Math ability so that they reach the college-ready benchmark by the time they graduate. Measurable Objective 1:

collaborate to increase the combined Reading and Math K-PREP scores from 47.8 to 57.0 by 05/20/2014 as measured by 2013-2014 End-

of-Course Assessments.. Strategy1:

Disaggregate Data - Core Teachers will look at the data from the previous year's EOC assessment to determine which subgroups our

students underperformed and which students underperformed in general. The department will develop goals to achieve and plans for the

department to reach those goals. Each member of the department will agree to follow the plan based on their particular grade level so that

individual student performance will increase.

Research Cited: Data supported decisions have the most influence on student achievement

Activity - SAFE Committee ActivityType Begin Date End Date Funding Amount &


In the Spring of 2013, the SAFE (Students andFaculty Engaged) Committee was formed forthe purpose of strengthening the relationshipsbetween staff and students. The committeeconsists of 5 students, 5 teachers and 1classified staff member. Throughout the 2013-14 school year, this committee will meet at leastquarterly and will devise activities to promoteBully/Harassment Prevention and activities tobuild/continue a more positive atmospherebetween the adults in the building and thestudents.


04/12/2013 06/27/2014 $500 - Booster FundSAFE Committee,HCHS Staff &Administration

Activity - Silent Mentor Program ActivityType Begin Date End Date Funding Amount &


All identified at-risk students will be assigned toa Silent Mentor who will be sure to check in onthe student and have positive interactions in aneffort to break-down barriers and keep thestudents focused on their education.


09/03/2013 08/13/2014 $0 - No Funding Required HS Administrationand All Staff



Goal 4:

Every member of the Program Review Teams (Arts/Humanities, Writing, Career/Tech Ed) commit to help the staff at HCHS focus on areas

indicated in the Program Review as needing improvement. Measurable Objective 1:

collaborate to improve in areas of need as indicated in the Program Review Self-assessment from Spring 2013 by 05/16/2014 as measured

by the Program Review Assessment for our current year. Strategy1:

Program Review Meetings - Members of the Program Review Teams will work together at least 3 times during the year to ensure that the

staff are aware of items needing improvement. All departments in the building will be represented on each of the Program Review Teams.

Faculty Meeting times will be used if it is deemed necessary to communicate needs to the faculty.

Research Cited: Communicating to ensure that all factions are aware of needs and work to improve those needs.

The school identified specific strategies to address subgroup achievement gaps. Goal 1:

All students will improve their overall Reading and Math ability so that they reach the college-ready benchmark by the time they graduate.

Activity - Goals/Plans per Department ActivityType Begin Date End Date Funding Amount &


Each Core Department will determine goals forachievement that are needed as well as plansfor each department member to help reachthose goals.


10/16/2013 05/30/2014 $0 - No Funding RequiredCore ContentTeachers andAdministration

Activity - Remediate Novice ActivityType Begin Date End Date Funding Amount &


After the teachers in each of the CoreDepartments have identified the students whoare performing at the Novice level (for AlgebraII and for ACT), a schedule will be devised towork individually or in small groups withstudents during LEAD starting in January tostrengthen their foundation of skills andunderstanding of concepts for the subject area.


01/03/2014 05/20/2014 $0 - No Funding Required Core Teachers

Activity - Visit Proficient PR School ActivityType Begin Date End Date Funding Amount &


The Program Review Leaders (Arts/Humanities,Writing, Career/TechEd) will choose a schooldistrict to visit who has been scored Proficientin their Program Review Areas to compare theirprograms to our own.

Other 11/05/2013 11/29/2013 $345 - District Funding

Principal, SarahSparks, LoriRoberts, LauraSzefi



Measurable Objective 1:

collaborate to increase the combined Reading and Math K-PREP scores from 47.8 to 57.0 by 05/20/2014 as measured by 2013-2014 End-

of-Course Assessments.. Strategy1:

Disaggregate Data - Core Teachers will look at the data from the previous year's EOC assessment to determine which subgroups our

students underperformed and which students underperformed in general. The department will develop goals to achieve and plans for the

department to reach those goals. Each member of the department will agree to follow the plan based on their particular grade level so that

individual student performance will increase.

Research Cited: Data supported decisions have the most influence on student achievement

Strategy2:

EOC Practice and Strategies - Each Core teacher will work to incorporate released EOC Multiple Choice as well as Constructed Response

items on formative and summative assessments so that students will be more familiar with the assessment process.

Research Cited: Practice will improve performance.

Goal 2:

All IEP and at-risk students will be given opportunities for success. Measurable Objective 1:

Activity - Remediate Novice ActivityType Begin Date End Date Funding Amount &


After the teachers in each of the CoreDepartments have identified the students whoare performing at the Novice level (for AlgebraII and for ACT), a schedule will be devised towork individually or in small groups withstudents during LEAD starting in January tostrengthen their foundation of skills andunderstanding of concepts for the subject area.


01/03/2014 05/20/2014 $0 - No Funding Required Core Teachers

Activity - Goals/Plans per Department ActivityType Begin Date End Date Funding Amount &


Each Core Department will determine goals forachievement that are needed as well as plansfor each department member to help reachthose goals.


10/16/2013 05/30/2014 $0 - No Funding RequiredCore ContentTeachers andAdministration

Activity - EOC Practice and Strategies ActivityType Begin Date End Date Funding Amount &


Teachers will embed EOC-type Multiple Choiceand Constructed Response items in regularformative and summative assessment.


10/16/2013 05/30/2014 $0 - No Funding Required Core ContentTeachers



collaborate to Increase student achievement for all student groups in the Hancock County High School so that the achievement gap

decreases and the overall gap score improves from 39.0 to 41.4+ by 05/20/2014 as measured by the 2014 Spring K-Prep assessment

results. Strategy1:

At-risk Interventions - At-risk and IEP students will be identified early each semester and provided assistance and/or extra time in order to

complete work needed to be successful in the classroom. Collab teachers will spend individual time with each student on their case-load, as

needed, for the students to be more successful in their classes.

Research Cited: Individual Instruction allows for better chance of student success

Goal 3:

Gaps at Hancock Co. High School will be reduced by teachers focusing on the growth of every student based on their ability. Measurable Objective 1:

A 10% decrease of All Students will demonstrate a proficiency by increasing their understanding of concepts to perform above the Novice

Level in Social Studies by 05/20/2014 as measured by a decrease of 10% or more in Novice from the previous years US History EOC Exam.. Strategy1:

Data Nest - Teachers will invest time to access data and individual student scores to collaboratively (within departments) determine

strategies to help students improve this year based on their ability level. Based on these strategies, students will improve. Teachers will

develop their own Growth Goals based on these Goals and Action Plans based on these strategies.

Research Cited: Best Practice

Activity - Motivating IEP Students ActivityType Begin Date End Date Funding Amount &


The Special Ed. Dept. Members will work toensure that each student in their case-load isproperly motivated to perform at his/herpotential on any form of assessment. Eachdepartment member will determine the needs ofthe student and find ways to reduce barriersleading up to the day of assessment.


10/16/2013 05/20/2014 $0 - No Funding Required Special Ed. Staff

Activity - Interventions ActivityType Begin Date End Date Funding Amount &


IEP Teachers and Regular ClassroomTeachers will collaborate to identify studentswho are at-risk of failing and not graduating on-time. These students will be helped and givenmore time to complete work as needed.


10/16/2013 05/20/2014 $0 - No Funding Required

IEP Staff, RegularClassroomTeachers andAdministration




100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in Science by 05/16/2014 as

measured by EPAS Assessment results. Strategy1:






100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in English Language Arts by

Activity - Novice/Non-BenchmarkRemediation



Teachers within the Core Departments willmake a schedule to work with the studentsidentified as Novice on the 2013 EOCAssessment or the students identified as NOTmeeting Benchmark on the most recent EPASassessment starting in January through LEADclass. Each student will be worked withindividually or in small groups to helpstrengthen their skills within the subject areaand concepts needed to be successful onassessment.


01/03/2014 05/20/2014 $0 - No Funding Required Core Departments

Activity - Classroom Intervention Strategies ActivityType Begin Date End Date Funding Amount &


Teachers will help guide their students in classbased on strategies developed by thedepartment to maximize each student'ssuccess.


09/30/2013 05/16/2014 $0 - No Funding Required All Core ContentStaff














05/16/2014 as measured by EPAS assessment results. Strategy1:






100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in Mathematics by 05/16/2014 as

measured by EPAS Assessment results. Strategy1:



















100% of All Students will demonstrate a proficiency By showing adequate growth based on their skill level in Social Studies by 05/16/2014

as measured by EPAS Assessment results and AP score reports. Strategy1:





























The school identified specific strategies to increase the average freshman graduation rate. Goal 1:

All Students at Hancock Co. High School will become college or career ready by the time they graduate. Measurable Objective 1:

collaborate to increase the percent of students who are considered college or career ready to 72% by 05/29/2015 as measured by College &

Career Readiness Report. Strategy1:

Increase KOSSA Completers - The CTE department will work together and with the guidance counselor to ensure that students have an

opportunity to reach the 4th class in order to complete a career path. Students will have to be given opportunities within the Master Class

Schedule each year.

Research Cited: Career pathways provide students for better chance at future success.

Strategy2:

ASVAB Exam - The ASVAB Exam will be offered once each semester for students who are considering the military upon graduation. The

CCR Coordinator and the Guidance Counselor will set this up accordingly with the ASVAB Military Personnel.

Research Cited: Students need to be offered multiple avenues to pursue.

Strategy3:

College Ready Awareness - Core Content Teachers will collaborate with the CCR Coordinator to determine which students at each grade-

level have not reached the college-readiness status (based on EPAS assessment available). Each department will be responsible to try to

work with groups of students in class or, at a minimum, schedule the students according to their assessment scores so that they have a

better chance for success and can move on to the next grade level appropriately.

Research Cited: Individualized instruction gives students better chance for success.

Activity - KOSSA Completers ActivityType Begin Date End Date Funding Amount &


CTE Department Members will designatestudents who are intending to or have potentialto complete a career pathway for the 2013-14school year.



Career & Tech Ed.Department, CCRCoordinator,GuidanceCounselor

Activity - ASVAB Exam ActivityType Begin Date End Date Funding Amount &


The ASVAB will be given once each semester -students will be identified for this exam basedon performance on other assessments or it willbe offered for students seeking military afterhigh school.


01/03/2014 03/28/2014 $0 - No Funding RequiredCCR Coordinatorand GuidanceCounselor



Strategy4:

Differentiated CCR Assistance - The College & Career Readiness Coordinator and specific teachers will start each year with a list of students

who have not reached the college readiness status and will work with these students on an individual basis.

Research Cited: Individual instruction meets the needs of students.

Goal 2:

All freshmen entering Hancock Co. High School will have an opportunity to graduate in four years. Measurable Objective 1:

collaborate to increase the freshman graduation rate from 79.7 to 86.5 by 05/30/2014 as measured by the Unbridled Learning Formula. Strategy1:

Activity - EPAS Assessment Practice ActivityType Begin Date End Date Funding Amount &


The Guidance Counselor, CCR Coordinatorand Administration will set up practice PLANand ACT exams at least once during the yearfor all 9th, 10th and 11th Grade students to givethe students plenty of exposure on the exam inan effort to help them time themselves moreefficiently and allow them to be morecomfortable with the assessment.


08/13/2014 10/15/2014 $1500 - District FundingCCR Coordinatorand GuidanceCounselor

Activity - College Ready Awareness ActivityType Begin Date End Date Funding Amount &


Core Content Teachers will identify students atthe beginning of each school year that have notreached college-readiness status on the mostrecent EPAS assessment. These students willbe scheduled accordingly and will be workedwith individually or in small groups in order toincrease their chances on the next EPASassessment.



Core ContentTeachers,GuidanceCounselor, CCRCoordinator

Activity - College Ready Awareness perTeacher



Core Content Teachers will embed EPAS-typequestions, skills, and strategies within dailyinstruction, activities and assessments.Teachers can give two EPAS exams in an effortto prepare students without the students feelingover-assessed. Each student should improvehis/her score the next time they take an EPASassessment.


01/10/2014 05/20/2015 $500 - District FundingCore ContentTeachers and HSAdministration

Activity - College & Career Readiness ActivityType Begin Date End Date Funding Amount &


CCR Coordinator, Math Teachers and EnglishTeachers will work with students individually orin small groups.


01/10/2014 05/19/2014 $0 - No Funding RequiredCCR Coordinator,Math Teachers,English Teachers



Programs Added - Programs will be added at HCHS when enough desire by students is indicated for the program and funding/staffing is

made available for the program to exist. Programs like Welding, Maintenance, Aeronautics, etc. will be made available to increase the

opportunities for students to find their area of interest. These programs will lead to industry or career certification by the time students

graduate.

Research Cited: Students will remain in school if they find a reason to be there.

Strategy2:

At-risk Student Identifier - Students who are at-risk of not graduating on time will be identified so that interventions or counseling may be

applied as necessary to better increase each student's opportunities for success.

Research Cited: Individualized instruction gives students a better chance for success.

Strategy3:

TLC Committees - Each Teacher will join one Grade-Level "TLC Committee" starting the 2013-14 school year. Each month, during our Early

Release Time, the teachers in this committee will discuss individual students who are not performing, frequently absent and are in danger of

not passing their class.

Research Cited: At-Risk Students identified - action steps developed

Activity - Industry Partnership ActivityType Begin Date End Date Funding Amount &


The school and district administration willcontinue to be outreach partners with industryand Owensboro Community Technical Collegeto increase programs that will be helpful to ourstudents and community.


08/14/2013 06/27/2014 $0 - Other

DistrictAdministration &High SchoolAdministration

Activity - Silent Mentor Program ActivityType Begin Date End Date Funding Amount &


All identified at-risk students will be assigned toa Silent Mentor who will be sure to check in onthe student and have positive interactions in aneffort to break-down barriers and keep thestudents focused on their education.


09/03/2013 08/13/2014 $0 - No Funding Required HS Administrationand All Staff

Activity - TLC List Made ActivityType Begin Date End Date Funding Amount &


Teachers within each Grade-Level TLCCommittee will make a list of students mostconcerned about. Teachers will discussstrategies that have worked with each individualstudent and will devise plans to help them bemore successful.


08/16/2013 05/16/2014 $0 - No Funding Required All HS Teachers

Activity - Conferences with Parents ActivityType Begin Date End Date Funding Amount &


Administration will set up Parent Conferenceswith any student who has made the TLC List 2months in a row or more. These meetings willbe held at times that teachers are available tojoin or covers will be made available forteachers to stop by and add their input for whatthe individual students need.


10/16/2013 05/02/2014 $0 - No Funding Required AdministrativeTeam



Strategy4:

9th/10th Grade Protocol - All teachers of 9th and 10th grade students will obtain signed contracts with students and parents at the beginning

of the school year. These contracts will stipulate expectations for student success to include parent calls home or at work when a student

does not have an assignment complete when it is due. We intend that this protocol will help keep direct lines of communication open and will

allow parents to remain partners in their child's education. Fewer missing assignments will prompt fewer failures and repeated classes by

students.

Research Cited: Students of parents who are kept informed and involved in a child's education have a better chance of success.

Goal 3:

All IEP and at-risk students will be given opportunities for success. Measurable Objective 1:

collaborate to Increase student achievement for all student groups in the Hancock County High School so that the achievement gap

decreases and the overall gap score improves from 39.0 to 41.4+ by 05/20/2014 as measured by the 2014 Spring K-Prep assessment

results. Strategy1:

At-risk Interventions - At-risk and IEP students will be identified early each semester and provided assistance and/or extra time in order to

complete work needed to be successful in the classroom. Collab teachers will spend individual time with each student on their case-load, as

needed, for the students to be more successful in their classes.

Research Cited: Individual Instruction allows for better chance of student success

Activity - 9th/10th Grade Protocol ActivityType Begin Date End Date Funding Amount &


Contracts will be signed by parents andstudents - parents will be contacted each periodof the day when students have incomplete ormissing assignments that are due.



All Teachers of9th/10th Gradestudents andAdministration

Activity - Interventions ActivityType Begin Date End Date Funding Amount &


IEP Teachers and Regular ClassroomTeachers will collaborate to identify studentswho are at-risk of failing and not graduating on-time. These students will be helped and givenmore time to complete work as needed.



IEP Staff, RegularClassroomTeachers andAdministration



The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS

and writing. Goal 1:

Every member of the Program Review Teams (Arts/Humanities, Writing, Career/Tech Ed) commit to help the staff at HCHS focus on areas

indicated in the Program Review as needing improvement. Measurable Objective 1:

collaborate to improve in areas of need as indicated in the Program Review Self-assessment from Spring 2013 by 05/16/2014 as measured

by the Program Review Assessment for our current year. Strategy1:

Program Review Meetings - Members of the Program Review Teams will work together at least 3 times during the year to ensure that the

staff are aware of items needing improvement. All departments in the building will be represented on each of the Program Review Teams.

Faculty Meeting times will be used if it is deemed necessary to communicate needs to the faculty.

Research Cited: Communicating to ensure that all factions are aware of needs and work to improve those needs.

Goal 2:

All students will be exposed to the arts and will be given an opportunity to have an appreciation for individual or multiple art forms. Measurable Objective 1:

complete a portfolio or performance by showcasing the multiple art forms within the school building by 05/21/2014 as measured by student

reflection or analysis of the performances and products they have viewed through an on-line survey..

Activity - Motivating IEP Students ActivityType Begin Date End Date Funding Amount &


The Special Ed. Dept. Members will work toensure that each student in their case-load isproperly motivated to perform at his/herpotential on any form of assessment. Eachdepartment member will determine the needs ofthe student and find ways to reduce barriersleading up to the day of assessment.


10/16/2013 05/20/2014 $0 - No Funding Required Special Ed. Staff

Activity - Visit Proficient PR School ActivityType Begin Date End Date Funding Amount &


The Program Review Leaders (Arts/Humanities,Writing, Career/TechEd) will choose a schooldistrict to visit who has been scored Proficientin their Program Review Areas to compare theirprograms to our own.

Other 11/05/2013 11/29/2013 $345 - District Funding

Principal, SarahSparks, LoriRoberts, LauraSzefi



Strategy1:

Arts Carousel - The Arts & Humanities department will collaborate to provide a showcase of individual visual artwork as well as performing

arts performances to the entire student body. The "carousel" will be arranged for smaller group settings where students can have more of an

impact for the art forms. The purpose of the activity to not only to share an appreciation for the art forms but to also encourage other

students who have the talents to consider taking courses that would foster their own growth in this area.

Research Cited: More exposure to the arts teaches student to be more well-rounded

Goal 3:

All visual & performing arts students will be given community access and awareness to groups who share the same talents. Measurable Objective 1:

collaborate to showcase individuals who have graduated from Hancock Co. High School and have followed arts careers by 11/12/2014 as

measured by banners or plaques being on display. Strategy1:

Display Arts Graduates - A hallway within the school building will be designated to display graduates who have pursued successful careers in

the arts. This recognition should increase interest in our arts-gifted students to pursue their own career within the area they have shown

talent for the arts. More arts-gifted students should realize the potential for arts careers.

Research Cited: Relevancy


collaborate to bring in outside community groups to perform for our students so that they are shown examples of successful citizens who

have pursued arts careers. by 04/16/2014 as measured by outside performance individuals or groups participating in the Arts Carousel.

Activity - Arts Carousel ActivityType Begin Date End Date Funding Amount &


The Arts & Humanities department willcollaborate to organize the Arts Carousel andschedule a date in February or March for theevent to take place.


10/16/2013 04/16/2014 $0 - No Funding Required Arts & HumanitiesDept.

Activity - Outside Performers ActivityType Begin Date End Date Funding Amount &


The Arts & Humanities Dept. will work toinclude outside performing groups or individualsto participate in the Arts Carousel. This willhelp our students realize the potential forpursuing arts careers.

CommunityEngagement 11/13/2013 04/16/2014 $500 - School Council

FundsArts & HumanitiesDept.

Activity - Display Arts Graduates ActivityType Begin Date End Date Funding Amount &


Banners or plaques will be designed andpurchased to recognize arts-successfulHancock Co. High School graduates.

Other 11/13/2013 12/17/2014 $500 - School CouncilFunds

Arts & HumanitiesDept. and Principal



Strategy1:

Outside Performance Groups - Outside arts performance groups and individuals will be brought in the school to expose our arts-gifted and

general population students to people achieving successful art careers. This will enable our own students to realize their potential in

pursuing careers in areas they have shown talent for the arts.

Research Cited: Relevancy

The school identified specific strategies to increase the percentage of students who are college and career ready. Goal 1:

All Students at Hancock Co. High School will become college or career ready by the time they graduate. Measurable Objective 1:

collaborate to increase the percent of students who are considered college or career ready to 72% by 05/29/2015 as measured by College &

Career Readiness Report. Strategy1:

College Ready Awareness - Core Content Teachers will collaborate with the CCR Coordinator to determine which students at each grade-

level have not reached the college-readiness status (based on EPAS assessment available). Each department will be responsible to try to

work with groups of students in class or, at a minimum, schedule the students according to their assessment scores so that they have a

better chance for success and can move on to the next grade level appropriately.

Research Cited: Individualized instruction gives students better chance for success.

Activity - Arts Carousel ActivityType Begin Date End Date Funding Amount &


Outside performing groups will be invited toparticipate and perform for our students in theArts Carousel.


11/13/2013 04/16/2014 $500 - School CouncilFunds

Arts & HumanitiesDept.

Activity - Classroom Visits ActivityType Begin Date End Date Funding Amount &


Outside arts performers and groups will beinvited to individual arts classrooms to makerelevant connections for our students to see thepotential for following a career in the arts.


11/13/2013 04/16/2014 $0 - No Funding Required Arts & HumanitiesDept.



Strategy2:

Differentiated CCR Assistance - The College & Career Readiness Coordinator and specific teachers will start each year with a list of students

who have not reached the college readiness status and will work with these students on an individual basis.

Research Cited: Individual instruction meets the needs of students.

Strategy3:

ASVAB Exam - The ASVAB Exam will be offered once each semester for students who are considering the military upon graduation. The

CCR Coordinator and the Guidance Counselor will set this up accordingly with the ASVAB Military Personnel.

Research Cited: Students need to be offered multiple avenues to pursue.

Activity - College Ready Awareness ActivityType Begin Date End Date Funding Amount &


Core Content Teachers will identify students atthe beginning of each school year that have notreached college-readiness status on the mostrecent EPAS assessment. These students willbe scheduled accordingly and will be workedwith individually or in small groups in order toincrease their chances on the next EPASassessment.



Core ContentTeachers,GuidanceCounselor, CCRCoordinator

Activity - EPAS Assessment Practice ActivityType Begin Date End Date Funding Amount &


The Guidance Counselor, CCR Coordinatorand Administration will set up practice PLANand ACT exams at least once during the yearfor all 9th, 10th and 11th Grade students to givethe students plenty of exposure on the exam inan effort to help them time themselves moreefficiently and allow them to be morecomfortable with the assessment.


08/13/2014 10/15/2014 $1500 - District FundingCCR Coordinatorand GuidanceCounselor

Activity - College Ready Awareness perTeacher



Core Content Teachers will embed EPAS-typequestions, skills, and strategies within dailyinstruction, activities and assessments.Teachers can give two EPAS exams in an effortto prepare students without the students feelingover-assessed. Each student should improvehis/her score the next time they take an EPASassessment.


01/10/2014 05/20/2015 $500 - District FundingCore ContentTeachers and HSAdministration

Activity - College & Career Readiness ActivityType Begin Date End Date Funding Amount &


CCR Coordinator, Math Teachers and EnglishTeachers will work with students individually orin small groups.


01/10/2014 05/19/2014 $0 - No Funding RequiredCCR Coordinator,Math Teachers,English Teachers



Strategy4:

Increase KOSSA Completers - The CTE department will work together and with the guidance counselor to ensure that students have an

opportunity to reach the 4th class in order to complete a career path. Students will have to be given opportunities within the Master Class

Schedule each year.

Research Cited: Career pathways provide students for better chance at future success.

Activity - ASVAB Exam ActivityType Begin Date End Date Funding Amount &


The ASVAB will be given once each semester -students will be identified for this exam basedon performance on other assessments or it willbe offered for students seeking military afterhigh school.


01/03/2014 03/28/2014 $0 - No Funding RequiredCCR Coordinatorand GuidanceCounselor

Activity - KOSSA Completers ActivityType Begin Date End Date Funding Amount &


CTE Department Members will designatestudents who are intending to or have potentialto complete a career pathway for the 2013-14school year.



Career & Tech Ed.Department, CCRCoordinator,GuidanceCounselor



comprehensive school improvement plan hancock county high

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