Published: November 02, 2009 12:00 pm      

CCHS looking to improve grad rate, achievement

Cumberland County High School is working on programs and goals to help improve its graduation rate as the school enters school improvement 1.

"We've known for a while we would face this issue of graduation rate and drop outs," said Janet Graham, principal. "Being in school improvement 1 is not a comfortable thing. I don't think anyone wants to be there. But some good things can come from that. It's caused us to step back and look at ourselves very critically. Sometimes, when we're coasting along and things are pretty good, we don't look at what we can do to make life better for our students and increase the graduation rate and achievement."

A school enters school improvement 1 status after the school fails to meet adequate yearly progress in an area for two years in a row.

In 2007, CCHS recorded a 78 percent graduation rate. In 2008, that number fell to 74.3 percent, below the state mandate of 90 percent.

While school administrators believe the school has made progress in the past year, as much as 12 percent, it is not likely to meet the 90 percent state goal. Official information on the graduation rate is not yet available.

Pat Teeples, assistant principal, said, "We're still going to be below 90 percent, but we've made tremendous gains."

As part of school improvement 1, CCHS is revising its school improvement plan, and school administrators have been meeting with Director of Schools Aarona VanWinkle and with the Tennessee Department of Education.

The school is also looking at its day-to-day operations and activities to not only help increase the graduation rate but improve student achievement on end-of-course and Gateway tests, including establishing a student-centered culture at the school.

"We want to look at where students are coming from and what their needs are," Teeples said.

Some of those strategies include identifying students who at risk due to age, personal issues, social reason or lack of credits.

The Phoenix School and opportunities for credit recovery are also helping students graduate on time.

"Phoenix has helped. Some students who would not have been on-time graduates with 27 credits have been able to go with the core classes and graduate," Graham said.

Since the 2006-'07 school year, the Phoenix School has helped students recover a total of 179 credits.

An instructional lab is also available before and after school and during the school day for students who need additional help or need to make up work.

"We are not accepting a zero," VanWinkle said. "Students are not allowed to simply not turn in their work."

The lab is staffed by teachers of various subjects working on extended contracts. Students can be assigned to the lab by teachers or it can be voluntary.

Multiple teachers have attended statewide standards training, and special education is conducting on-going assessments for students, and the school is working to increase parental contact outside of disciplinary matters.

Schedules are being adjusted at mid-term if a student is failing a class.

"If a student is struggling, we want to let them get some partial credit and some help," Teeples said. "We don't want them to spend a semester drowning."

A new course, math lab, has been established for struggling students to maintain progress in Algebra 1. Students are assigned to the course for the second semester for assistance, support and intervention to prepare them for the end-of-course test, and Algebra 2 is offered as a one- or two-semester class, depending on student need.

An advisory program has been established where students meet daily with the same teacher who offers study skills instruction, character lessons and mentoring. The administration has also divided students up among administrators and those students will work with the same administrator throughout the year.

In the Freshman Academy, teams work to identify students who may be at-risk and develop strategies to meet their individual needs. Freshmen are also being asked to compile a portfolio not only of their school work and activities, but work they perform in the community.

New extra-curricular clubs and teams are also being formed, most at student request. That includes an Anime Club and chess team.

"We want to find ways in the school for the kids to connect," Graham said.

CCHS is using scores from Gateway exams and end-of-course tests to monitor student progress in core classes, and mid-term reports are issued every 4.5 weeks, along with the nine-week report cards. Teachers are looking at chapter or unit tests to monitor progress throughout the semester, as well.