acip hillcrest high school · 2016. 10. 18. · acip assurances 25 hillcrest high school 2016-2017...

ACIP

Hillcrest High School

Tuscaloosa County Schools

Mr. Jeff Hinton

300 Patriot Pkwy Tuscaloosa, AL 35405-8606

Document Generated On October 17, 2016

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 10 Improvement Planning Process 11

Student Performance Diagnostic

Introduction 14 Student Performance Data 15 Evaluative Criteria and Rubrics 16 Areas of Notable Achievement 17 Areas in Need of Improvement 20 Report Summary 22

ACIP Assurances

Introduction 24 ACIP Assurances 25

Hillcrest High School 2016-2017 Goals and Plans

Overview 28 Goals Summary 29

Goal 1: All students at Hillcrest High School will receive high quality instruction aligned with College and Career

Readiness standards in all content areas. 30

Goal 2: All teachers will have digital tools, experiences, and resources to support instruction 33

Goal 3: Hillcrest High School will promote student growth and parent involvement through system support services 34

Goal 4: Teachers and leaders will produce graduates who are College and Career Ready 37

Goal 5: Increase the baseline achievement levels on the Work Keys assessment earned in the previous year by 10% at

one or more levels 38

Goal 6: Ninety percent of students at Hillcrest High School will complete their Career Cruising 4-year plan. 40

Goal 7: Increase the participation of students involved in dual enrollment at our school. 40

Goal 8: Increase the enrollment in Advanced Placement courses by 20% from a baseline of 356 students in 2015-16 to

428 students in 2016-17. 41

Activity Summary by Funding Source 44

Stakeholder Feedback Diagnostic

Introduction 50 Stakeholder Feedback Data 51 Evaluative Criteria and Rubrics 52 Areas of Notable Achievement 53 Areas in Need of Improvement 54 Report Summary 55

Executive Summary

ACIPHillcrest High School

SY 2016-2017 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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.

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? Hillcrest High School is located in Tuscaloosa County, home of the University of Alabama, Mercedes, and the Moundville Monument. In

addition to numerous national championships in both women's and men's athletics, the University also boasts accomplishments in academia.

Enrollment at the University is Alabama reached a record high of 37,665 students in the fall of 2016, with 40% of the 7,559-member

freshman class posting an ACT score of 30 or higher. Investment by Mercedes has grown from $1.5 billion in 1993 to over $4 billion today.

Over 300,000 cars are produced annually by over 3600 employees making Mercedes is the largest exporter for the State of Alabama.

Mercedes provides $15,000 in tuition assistance to post-high school students interested in completing a 7-semester regiment in

mechatronics or automotive systems, with guaranteed employment for the top students. The Moundville Archaeological Park is the site of a

large settlement of Mississippi culture on the Black Warrior River whose origins date as early as 1000 A.D. The site is supported by a newly-

renovated museum that features over 200 artifacts from Native American culture. The $5 million renovation project was underwritten by

University of Alabama Museums.

Hillcrest High School is one of six high schools in the Tuscaloosa County School System. It is a comprehensive high accredited by Advanced

Ed, with a student body of 1350 students, grades 9 through 12, and 80 faculty members. Located in a rapidly growing community, it draws

students from various ethnic, socioeconomic, and demographic backgrounds. Recent apartment construction in the school zone is partly

responsible for sustained growth, but Hillcrest also gained students who were displaced from homes in the April 27, 2011, tornado. Many of

those students have since returned to their home schools. Demographically, Hillcrest's student population is 52% White, 44% African-

American, 2% Hispanic, and 1% Asian/Other. Approximately 44% of students receive free/reduced lunch.

Since 2011, the Hispanic population at Hillcrest has increased from 11 to close to 30 students. Many of the English Language Learners at

Hillcrest are at the emerging level of English language acquisition as compared to previous years. Hillcrest also has challenges with students

who transfer between city and county schools at various times of year. Often, a child's transiency between schools and school systems is an

indicator that a student is at-risk to not graduate on time with his or her cohort. Our diverse student body is the strength of the school,

mirroring the demographics of the Tuscaloosa County area that the school serves. Our students meet high standards of conduct and treat

peers, adults, and themselves with fairness, dignity, respect, and tolerance.



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. The mission of Hillcrest High School is to provide students with opportunities for academic, social, cultural, and emotional growth and

improvement by "Building Excellence, One Patriot at a Time." In addition, students are encouraged to meet the expected standards of

conduct and to treat peers, adults, and themselves with fairness, dignity, respect, and tolerance. We embody this mission by acknowledging

a core of our beliefs that include the following.

a.All students can learn, grow, and achieve.

b.Teachers, staff, administrators, parents, students, and community members share in the responsibility of providing a safe and supportive

learning environment within our school.

c.A successful educational program requires that students exhibit respect for their teachers, prepare daily for assignments, and maintain self-

discipline.

d.Clear goals and high expectations for student achievement guide the design of instructional strategies and learning activities.

e.We offer a variety of instructional strategies and assessment methods to maximize success and to accommodate individual differences of

students.

f.Students are offered opportunities to develop the critical thinking, creative thinking, and problem-solving skills needed to function effectively

in a rapidly changing environment.

g.Students are offered opportunities to develop the character, self-esteem, and social skills necessary to become responsible members of

society.

h.The commitment to continuous improvement is essential for our students to become confident, self-directed, lifelong learners.

Our beliefs are supported by school-wide efforts to offer a wide range of AHSAA sanctioned athletic programs, extracurricular activities, and

service/leadership organizations including Student Government Association, National Honor Society, National Beta Club, Interact, and Key

Club. Our music program is recognized as one of the most outstanding programs in the Southeast. In addition, students may pursue college

credit through Advanced Placement coursework in almost all academic areas. Our College and Career Preparedness course provides

students with direct instruction designed to support improved achievement on the ACT.



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. Both enrollment in Advanced Placement courses and qualifying scores continue to grow at Hillcrest High School, particularly in science. In

2011-12, 56 students earned qualifying scores of the 191 enrolled. In 2012-13, 242 students enrolled and 124 earned qualifying scores. In

2013-14, 282 enrolled with 149 qualified, and most recently in 2014-2015, 310 students enrolled and 159 posted qualifying scores. The

percentage of students who received qualifying scores increased throughout these years from 29% to greater than 50%. In 2015-2016, 235

students were enrolled in AP courses and 157 posted qualifying scores. We offer Advanced Placement courses in American government,

biology, calculus, English language, English literature, environmental science, U.S. history, as well as two newly-added courses in statistics

and computer science principles. AP courses are given an additional 1 point GPA weight, and Pre-AP courses (offered in all content areas)

are given an additional .5 GPA weight. Encouraging both high student enrollment and success in these courses is a priority. Our goal in the

future is to continue to add other AP courses in the social sciences including AP Human Geography and AP Comparative Politics, as well as

focusing on increasing our qualifying test scores in all of our courses currently offered.

Hillcrest High School is committed to increasing the enrollment in AP courses by 20% from a baseline of 356 students 2015-2016 to 428

students in 2016-2017. To support this effort, our school has with joined A+ College Ready Partnership to match locally-funded monies for

professional development with a one-to-one matching grant. In total, we anticipate over $8000 will be spent toward our advanced placement

and pre-advanced placement program. We funded AP Summer Training for several teachers including AP Language, AP Literature, AP

Computer Science Principles, and AP Statistics. We funded three science teachers to attend Laying the Foundation Training in the summer

of 2016. We are also funding Mock Exams for our courses in the spring 2017 that will accompany teacher training in grading the mock

exams. We are hopeful that this support from A+ College Ready in terms of content, instructional strategies, and money will advance our

students' enrollment and success.

In 2016, sixty-three percent earned advanced diplomas and 42% were tapped as scholarship recipients. The graduating class of 2016

earned over $5.5 million in scholarship offers and had an average ACT score of 18. The graduating class of 2015 earned over $6 million in

scholarship offers and had an average ACT of 20.7, exceeding the state average, but just under the national average of 21.0. While Hillcrest

High School was recognized by ACT as an exemplary school in closing the achievement gap for students in poverty, there is still work to be

done in closing the gap completely. We need to continue to encourage academically capable students from all backgrounds to take

challenging Pre-AP and AP coursework. The suite of ACT testing, including Aspire for 10th graders, ACT for 11th graders, and Work Keys for

12th grades are designed to provide data necessary for identifying students capable of rigorous content. For students in need of remediation,

A+ program provides benchmark assessments that are used to identify individual student weaknesses and provide feedback to teachers to

drive instructional practices.

Ensuring that all students are college and career ready is another priority. While many of our students will meet various measures, e.g., AP

qualifying scores, ACT benchmarks, dual-enrollment, early college coursework, ACT Work Keys Career Technical Credential, we will also

need to provide career technical pathways that will lead to a credential. Forty five percent of Hillcrest High School students attend four year

colleges, 47 percent attend two-year colleges, 5% enlist in the military, and 2% go into the workforce. The class schedule includes eight

periods each day. In addition to attending classes on the local campus, students may attend classes at Tuscaloosa Center for Technology

Academy, participate in dual enrollment programs at local colleges and universities, or seek higher education opportunities for banked credit.



In 2015-2016 we added new faculty to our fine arts department, including a veteran drama/musical theater teacher, an accomplished choir

director, and most recently, a new band director took the helm in 2016-2017. All plan to provide students with additional opportunities in the

performing arts. This was previously a strength of the school and a great source of pride. Musical productions involved the collaboration of

the drama, choral, instrumental, and visual arts departments.

The Parent-Teacher-Student Organization (PTSO) is continuing its support of a $5000 grant program for the 2016-2017 school year that is

designed to support teachers as they seek ways improve the learning outcomes of the students. Grants awarded during the spring of 2015

included a landscaping grant that will engage the agriculture science classes, a Texas Instruments workshop for two of our math teachers to

attend, a grant to partially fund the student theatrical production of Shrek, white boards, and three AEDs. The first grant cycle of 2016-2017

funded classroom lighting improvement, manipulatives for special education students in the self-contained environment, bells and chimes for

the Adaptive Musical Ensemble, software for TI Inspire Calculators, and a Peer Helping Conference. The PTSO is also sponsoring the

Student of the Month Breakfast and Teacher of the Quarter recognition.

Hillcrest High School has embraced the Literacy for All and Math Literacy Program initiated at Brockton High School in Boston,

Massachusetts. This program supports writing in every content area including the core subjects as well as the fine arts, physical education,

foreign language, and career preparation. In addition, each of these classes will focus on Math Literacy through the interpretation of graphs.

Our goal is to improve college admission test scores (ACT), increase scholarships opportunities, and prepare students to succeed in their

college and career pathways.

Hillcrest High School created the Code of Academic Honor and Integrity through the collaborative effort of parents, students, teachers, and

administrators in the summer of 2016. The launch of the program coincides with the adoption of the Medal of Honor Foundation Character

Development Program that teachers present to the students during enrichment classes every Wednesday. Our goal is to improve students'

awareness of character traits modeled by recipients of the Medal of Honor including integrity, honor, patriotism, commitment, sacrifice, and

loyalty.

Hillcrest High School created the Peer Helper Program in 2016-2017. Students interested in serving as a peer helper completed an

application and interview process to be selected. Students earn credit hours towards graduation for completing the curriculum designed to

develop their skill set as peer helpers. The inaugural year features a cohort of 32 students, including 5 bi-lingual students. These students

tutor their peers in academic courses, help organize notebooks, and befriend peers who need help socially. In the first nine weeks of school,

196 peer helper requests forms were completed by as many as 20 different members of the faculty. We are supporting the professional

development of the teacher who directs the program by sending her to the 7th Annual National Peer Helper Conference in Alabama, all with

the financial support of Title II funds and a PTSO grant.

Hillcrest High School e-publishes a Curriculum and Instruction Newsletter weekly to help teacher develop professionally by providing

research-based resources in education. Engaged teaching and learning in the classroom is celebrated as well with featured photos and

articles about successful classroom experiences.



Additional Information

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

sections. Hillcrest High offers a full range of opportunities academically, athletically, and socially. We have extensive advanced placement courses,

giving students the opportunity to do college level work and earn college credit hours while still in high school. The school also provides

career technical options that allow students to prepare for work in highly skilled jobs required of 21st century employees. The strongest

testimony to the effectiveness of our academic programs lies in the success of our students. More than 90% of our students pursue some

post-secondary education. Many graduates return to say thank you to former teachers whose strenuous academic standards often make

their college course work seem less daunting.

In the area of fine arts, students may participate in theatre, voice, musical instrumental groups, drama, dance, and visual arts. Members of

the Hillcrest High School choir auditioned and were selected to perform at Disney's Candlelight Processional in 2015 and 2016. Also in 2016,

five singers were selected to participate in the All-State Choral Festival at Samford University, and eight students were selected to participate

in the Honor Chorus in Montgomery. Also in 2016, the choir received a superior rating at State Choral Performance Assessment held at the

University of Alabama.

In 2016 the performing arts department presented Shrek, The Musical to students, parents, and the community. Students from all of the

elementary schools that feed into Hillcrest High School attended matinees during the school day. Our exceptional performing arts department

was nominated for a national Kennedy Center Performing Arts Award. Our wind ensemble is one of the finest in the Southeast, as evidenced

by invitations to perform at the Mid-West International Band Clinic and the National Honor Band Festival, as well as the National Band

Directors Association and the Alabama Music Educators Association annual conferences. In 2011, the Hillcrest Wind Ensemble performed in

several cities in China upon invitation by the Chinese Cultural Exchange.

Our JROTC program continues to offer opportunities for students to excel including one student who was selected as one of three national

winners of the JROTC Essay Contest conducted by the College Options Foundation. She was later selected as a "national" Army ROTC

scholarship winner which she accepted to attend the University of North Georgia. Her honors continued with the selection by the Tuscaloosa

Character Council as the Tuscaloosa County School System's "Champion of Character" for school year 2015/16. She was the first student in

our school's history to ever be selected for this honor. The JROTC Academic and Leadership Bowl teams competed in the annual National

JROTC competition and for the first time in the program's history both teams made it to the second round of this annual national competition.

Our outstanding Army JROTC program exposes young men and women to numerous opportunities for competition and for mental and

physical growth.

Hillcrest High also has a long tradition of excellence on the playing field. Most importantly, our students are taught to win or lose with dignity

and to take pride in themselves and their school. Our male students compete in football, basketball, baseball, soccer, golf, tennis, swimming,

cross county, and track. In 2016 Hillcrest High School won the 6A AHSAA state championship in baseball, tennis won the class 6A Section 4

championship, and football reached the second round of playoffs. In 2015 Hillcrest High School won the 6A AHSAA state championship in

boy's tennis. In 2014, our softball team was the 6A AHSAA Runner-up and our baseball team advanced to the state semifinals. In 2007, we

earned the 6A AHSAA state championship in baseball and in 2008 and 2011 we earned the 6A AHSAA state championships in basketball.

Our female students compete with other high schools in basketball, volleyball, softball, track, tennis, soccer, golf, diving, and cheerleading. In



girl's athletics for 2015-2016, HHS was area champions in volleyball and basketball, region champions in softball, and qualified for the state

in diving and tennis.

The opportunities provided for our students to grow socially come from a wide array of activities and clubs which are available to all who wish

to participate. Service and social clubs, such as Key Club, Interact, and FBLA, actively promote community involvement in our students.

Events at school such as Homecoming, the Junior-Senior Prom, and many, many others allow our faculty members and students to work

together outside of the classroom. A "Beat Cancer" drive spearheaded by the students for Homecoming 2016 raised over $8000 for cancer

research in honor of a HHS graduate who lost her battle with cancer in September 2016. Needless to say, many of the best and most

memorable lessons in life come from these social interactions.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. The Hillcrest High School Leadership Team began planning for the new school year in May 2016. CIP reflections and projections were

developed departmentally and were shared to identify areas of strength and weakness with suggestions for improvement. Starting at the

beginning of 2014, the team analyzed data from previous assessments. The current Leadership Teams for 2016 will continue to analyze data

to identify strength and weakness using Aspire Periodics in math and reading for 9th and 10th graders, ASPIRE summative test for 10th

graders, ACT for 11th graders, and Work Keys for 12th graders.

Additionally, school demographic data related to attendance, discipline, and graduation rate is analyzed.

All students and parents were provided the survey link as well through Twitter, Facebook, and the school website. The school staff meets

regularly to review data and identify needs. Faculty and staff received the link through email. All stakeholders were informed that the results

of the surveys would be used to improve our school.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The stakeholders involved in the improvement plan process include community leaders, PTSO board members, parents, school staff,

teachers, and central office staff. Community members discussed how community involvement impacts school development and learning.

School staff members provide feedback to parents and community members on the financial and academic support needed to make

adjustments in the school focus. In addition, once we identified school needs and set goals to address those needs, our teachers discussed

the data in department meetings, school-wide faculty meetings, and data meetings with district-wide instructional coaches. Central office staff

provided suggestions on how to reach goals for improvement including the Administrative Academy, the Learning Solutions Workshop for

new faculty, and data meeting with administrators and faculty.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. All stakeholders are invited to attend PTSO meetings through communication in newsletters, e-mails, marquee, and social media. At PTSO,

freshmen orientation, and course selection meetings, the progress of school improvement is discussed. The final improvement plan is

communicated through social media. Electronic copies are available on the school website and hard copies are printed for anyone by

request.



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes Data from ACT ASPIRE Profile

Report, Executive SummaryGraduating Class 2016, and ACTProfile Report Alabama StateTesting 2015-2016.

Profile ReportAlabama StateTesting 2015-2016ACT ASPIREProfile ReportACT Profile ReportGraduating Class2016



Evaluative Criteria and Rubrics

Overall Rating: 3.25

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gapsdemonstrate a modest decline.

Level 2



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? In 2011, 116 students enrolled in AP courses at Hillcrest High School taking 166 tests, and of this number, 66 earned a qualifying score. In

the years 2012 through 2014, our school was an A+ College Ready school, and with this program our enrollment soared to 197 students in

2012, 242 in 2013, and 282 in 2014. In first year following the grant, our gains continued to rise with an enrollment of 197 students taking 310

tests, with 106 earning qualifying scores. The percentage of total AP students at HHS with scores of 3+ was 53.8%, exceeding the state

average of 41.8%. The momentum continued with enrollment of 310 students in 2015, and 356 students in 2016. The number of qualifying

scores earned also realized gains: 124 in 2013, 149 in 2014, 159 in 2015, and 157 in 2016.

For the graduating class of 2016 the percent of ACT-tested students ready for college-level coursework average was as follows: Fifty-three

percent of our students met the college readiness benchmarks in English Composition, which exceeded the state average of 51%. Twenty-

five percent of our students met the college readiness in College Biology, which exceeded the state average of 16%. The data includes every

ACT taken by HHS students.

For the graduating class of 2016, the data for the Work Keys revealed the following: the number of students qualifying at the Silver level

increased from 112 students in 2014-2015 to 135 students in 2015-2016. This is accompanied with slight declines at the Gold and Platinum

levels. Of students completing the Work Keys Assessment, 55 earned Gold, down from 57 students in 2014-2015, and 0 earned Platinum,

down from 2 students in 2014-2015. Our Bronze level qualifiers declined, but this marks an increase in the Silver level.

For the current senior class who tested in April 2016, the percent of ACT-tested students ready for college-level coursework average was as

follows: Fifty-three percent of our students met the college readiness benchmarks in English Composition, which exceeded the state average

of 47%. Twenty-six percent of our students met the college readiness in College Biology, which exceeded the state average of 23%. Thirty-

two percent of our students met the college readiness benchmarks in College Social Science, which exceeded the state average of 31%. The

data only includes scores earned at the April setting.

Describe the area(s) that show a positive trend in performance. For the graduating class of 2016, the average composite ACT scores increased slightly to 19.3, exceeding the state average of 19.1. We

realized slight gains in the overall STEM score, (exceeded the state score), percent meeting STEM benchmarks, (less than the state

average) and average science score (exceeded the state score). Of special note, the students realized gains in both reading (19.7 to 20.1)

and science (18.9 to 19.5), although falling slightly in English (19.1 to 18.9) and math (18.5 to 18.2). The data includes every ACT taken by

HHS students.

For the current senior class who tested in April 2016, the composite score was 18.9. In both April 2014 and April 2015, the composite score

was 18.8. Each year exceeds the state average, slightly. Specifically, three core scores realized slight increases: reading, English and

science. This is accompanied by a slight decline in mathematics.



Which area(s) indicate the overall highest performance? For the graduating class of 2016, science gains were the greatest, with the average ACT composite increasing from 18.9 to 19.3. The data

includes every ACT taken by HHS students.

For the current senior class who tested in April 2016, English realized the greatest gain with an increase of 0.5. This is followed by science

with an increase of 0.4. The data only includes scores earned at the April setting.

Which subgroup(s) show a trend toward increasing performance? For the graduating class of 2016, the group that posted the highest percentage scores that met the benchmark in English was the Hispanic

population. Although we only had 8 students in the Hispanic cohort, 63% met or exceeded the benchmark, an increase from the previous

year's 33%. By comparison, the 65% of the white cohort (147 students) met the benchmarks and 35% of the African American cohort (107

students) met the benchmark. All subgroups exceeded the state average. The data includes every ACT taken by HHS students.

Between which subgroups is the achievement gap closing? We observed a slight reduction in the gap of Hispanic students based on the (outdated) PLAN test. The population of this subgroup is fluid

given the transient number who enroll at Hillcrest. In 2015-2016 we have enrolled a cohort of students from Guatemala who do not speak

English or Spanish, and some are not literate in their own language. In 2015, our Hispanic students had greater success meeting the

benchmarks than white and African American peers: 8% of HHS African-American students meet the benchmarks in math compared to their

white counterparts at 28% and their Hispanic counterparts at 33%. For science, the statistics are 4%, 26%, and 56%, respectively.

For the graduating class of 2016, our Hispanic students had greater success meeting the benchmarks than white and African American

peers: 7% of HHS African-American students meet the benchmarks in math compared to their white counterparts at 30% and their Hispanic

counterparts at 38%. For science, the statistics are 8%, 37%, and 63%, respectively. For the current senior class who tested in April 2016,

the cohort of 6 Hispanic students recorded declines, with only 17% have met the benchmarks in math. No students in this cohort met the

benchmarks in the other areas. The data includes every ACT taken by HHS students.

Which of the above reported findings are consistent with findings from other data sources? We follow the ACT suite of tests from ASPIRE in the 8th and 10th grade (formally PLAN for 10th grade), ACT Periodics for 9th and 10th



graders, ACT for 11th grade, and Work Keys for 12th grade.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? For the graduating class of 2016 the percent of ACT-tested students ready for college-level coursework average was as follows: Twenty-one

percent of our students met the college readiness benchmarks in College Algebra, which falls short of the state average of 23%. Thirty-three

percent of our students met the college readiness benchmarks in College Social Science Reading, which falls short of the state average of

34%. The data includes every ACT taken by HHS students.

For the current senior class who tested in April 2016, the "percent of ACT-tested ready for college-level coursework" average that fell short of

the state average occurred in college algebra. Eighteen percent of our students met the benchmark compared to the state average of 21%.

The data only includes scores earned at the April setting.

For the current 11th graders who completed the ACT-ASPIRE their 10th grade year, 56% met the ready benchmark in English, 31% in

Reading, 28% in science, 27% in writing, and 20% in math.

Describe the area(s) that show a negative trend in performance. For the graduating class of 2016 the number of students who have met all four benchmarks has steadily declined from 20% in 2012 to 17%

in 2013, to 19% in 2014, to 15% in both 2015 and for the graduating class of 2016. The data includes every test taken by HHS students.

For the current senior class who tested in April 2016, 14% met the benchmarks in all four core areas compared to the state average of 13%.

The data only includes scores earned at the April setting.

Which area(s) indicate the overall lowest performance? For the graduating class of 2016, 15% of our students met all four ACT benchmarks which is below the state average of 16%. Although the

percentage of students meeting the STEM benchmark increase slightly from 9% to 10%, this percentage is remarkably low. The data

includes every ACT taken by HHS students.

For the current senior class who tested in April 2016, the percent of students who have met ACT benchmarks is above the state average, but

this percentage of 14% is remarkably low. The data only includes scores earned at the April setting.

Which subgroup(s) show a trend toward decreasing performance? The percentage of students who meet the benchmark for science declined from 24% in 2013-2014 to 19% in 2014-2015. The percentage of



students who meet the benchmark for English declined from 52% in 2013-2014 to 50% in 2014-2015. The percentage of students who meet

the benchmark for math declined from 22% in 2013-2014 to 21% in 2014-2015. The data includes every ACT taken by HHS students.

For the graduating class of 2016 the average ACT score declined in 2016 in English (19.1% to 18.0%) and Math (18.5% to 18.2%) but

increased slightly in reading (19.7 to 20.1%) and Science (18.9% to 19.5%). The data includes every test taken by HHS students.

For the current senior class who tested in April 2016, the percent of students who have met ACT benchmarks is above the state average, but

this percentage of 14% is remarkably low. The data only includes scores earned at the April setting.

Between which subgroups is the achievement gap becoming greater? For the graduating class of 2016 an additional area below expectation was reflected in the career and educational aspirations of our African

American students. There were significant gaps between ACT composite scores for African American students who intend to pursue a

bachelor's degree compared to white classmates (16.7 to 18.5). Of greater concern is the gap between those students who intend to pursue

a graduate work (18.9 to 22.5). The data includes every ACT taken by HHS students.

For the current senior class who tested in April 2016, the gap between African-American students (posting an average ACT of 16.7) and their

white counterparts (posting a score of 20.6) is remarkable. The data only includes scores earned at the April setting.

Which of the above reported findings are consistent with findings from other data sources? We follow the ACT suite of tests from ASPIRE in the 8th and 10th grade (formally PLAN for 10th grade), ACT Periodics for 9th and 10th

graders, ACT for 11th grade, and Work Keys for 12th grade.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.25



ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes Jeff Hinton, PrincipalCheryl Morrow, AssistantPrincipalBrad Armstrong, AssistantPrincipalSteve Sims, Assistant PrincipalDr. Cay Strickland, ScienceTeacherJennifer Drawhorn, SocialStudies TeacherJustin Ray, English TeacherMichelle Beasely and JillEngland, Math TeachersKarla Moore, Peer HelperTeacherSheree Kizziah, SpecialEducation Department ChairConnie Coleman, CounselorLaTonya Jemison, CounselorEmily Woodroof, Counselor

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes Incorporated into TCSS policiesand procedures. May beaccessed online throughwww.tcss.net.

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Our safety and security plan isreviewed and revised annuallyand complies with the guidelineset forth by the State of Alabama.Mr. Gregory Hurst, StudentSupport Services/504Coordinator

Street Address (old FederalBuilding):1118 Greensboro AvenueTuscaloosa, AL 35401

Mailing Address: PO Box 2568Tuscaloosa, AL 35403

Telephone Number: (205) 342-2745Fax Number:(205) 758-0496



Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes We are not a Title I school, buthave adopted many componentsof a Title I Parent InvolvementPlan.

Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

No We are not a Title I school and donot have a school-parentcompact.



Overview

Plan Name


Plan Description



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 at Hillcrest High School will receive

high quality instruction aligned with College andCareer Readiness standards in all content areas.

Objectives:2Strategies:3Activities:3

Academic $1000

2 All teachers will have digital tools, experiences, andresources to support instruction


Organizational $0

3 Hillcrest High School will promote student growthand parent involvement through system supportservices


Organizational $6100

4 Teachers and leaders will produce graduates whoare College and Career Ready


Academic $0

5 Increase the baseline achievement levels on theWork Keys assessment earned in the previous yearby 10% at one or more levels


Academic $0

6 Ninety percent of students at Hillcrest High Schoolwill complete their Career Cruising 4-year plan.


Academic $0

7 Increase the participation of students involved indual enrollment at our school.


Academic $0

8 Increase the enrollment in Advanced Placementcourses by 20% from a baseline of 356 students in2015-16 to 428 students in 2016-17.


Organizational $10750



Goal 1: All students at Hillcrest High School will receive high quality instruction aligned with

College and Career Readiness standards in all content areas.

(shared) Strategy 1: Response to Intervention - Students will be recommended for ELA and math courses based upon 2016-2017 grades and assessments. In addition, data will be

analyzed to place students in Tier II and Tier III intervention groups for PST. Students in need of intensive remediation will be scheduled into a study strategies course. Category: Develop/Implement Learning Supports Research Cited: Response to Intervention: A Research Review by Charles Hughes, Ph.D., and Douglas D. Dexter, Ph.D., Penn State University. Located at

http://www.rtinetwork.org/learn/research/researchreview

(shared) Strategy 2: Strategic Teaching - All teachers are trained in strategic teaching. One main component of strategic teaching that has great positive impact on student achievement is

formative assessments. Teachers will use formative assessments to drive instructional practices. Category: Develop/Implement Teacher Effectiveness Plan Research Cited: John Hattie, Visible Learning

Measurable Objective 1:A 10% increase of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency on targeted standards in Reading by 05/01/2017 as measured by ASPIRE Periodics for 9th and 10th Graders, ACT for 11thgraders, and Work Keys for 12th graders. .

Activity - RTI Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The PST Team will monitor and recommend Tier II and III interventions forstruggling students. Students will receive additional supports.

AcademicSupportProgram

08/10/2016 05/10/2017 $1000 Other All faculty andstaff



Strategy 3: Mentoring - University of Alabama Honors College students will mentor our Freshman Seminar and College and Career Prep students throughout the school year.

Analysis of ACT data from our Class of 2015 and Class of 2016 as well as our 2015 and 2016 Juniors indicates that there is a gap in student achievement based upon

post-secondary educational aspirations, particularly in regard to our African American subgroup. For students indicating aspirations of obtaining a Bachelors degree, the

ACT composite revealed a gap, and this gap was even greater for those students who indicated a desire to pursue a professional level degree.

By allowing students to work in small groups with a UA mentor, we will provide our students with a greater understanding of the high school rigor in course selection

needed to obtain a higher ACT composite to be in the best academic position possible to meet post-secondary goals. This will be done in conjunction with working on

students' four-year plans. Category: Implement Community Based Support and Intervention System Research Cited: http://oemanagement.com/data/_files/mentoring.pdf and http://www.mentoring.org/about_mentor/value_of_mentoring

High School Mentoring

Activity - Collaborative Teaming Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will meet collaboratively to determine intervention strategies forstudents and how to best utilize formative data to inform and improveinstruction.


08/10/2016 05/10/2017 $0 No FundingRequired

All faculty andstaff, butparticularlycore contentteachers

Activity - UA Student Mentors Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



(shared) Strategy 1: Response to Intervention - Students will be recommended for ELA and math courses based upon 2016-2017 grades and assessments. In addition, data will be

analyzed to place students in Tier II and Tier III intervention groups for PST. Students in need of intensive remediation will be scheduled into a study strategies course. Category: Develop/Implement Learning Supports Research Cited: Response to Intervention: A Research Review by Charles Hughes, Ph.D., and Douglas D. Dexter, Ph.D., Penn State University. Located at

http://www.rtinetwork.org/learn/research/researchreview

(shared) Strategy 2:

University of Alabama Students will mentor Freshman Seminar andCollege and Career Prep students

Tutoring 09/01/2016 05/01/2017 $0 No FundingRequired

ConnieColeman,HCHSCounselorand UAHonorsCollegeAdjunctFaculty;FreshmanSeminar andCollege andCareer Prepteachers

Measurable Objective 2:A 10% increase of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency on targeted standards in Mathematics by 05/10/2017 as measured by assessments including ASPIRE, Periodics (9th-10thGraders), ACT (11th graders), and Work Keys (12th graders)..

Activity - RTI Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The PST Team will monitor and recommend Tier II and III interventions forstruggling students. Students will receive additional supports.


08/10/2016 05/10/2017 $1000 Other All faculty andstaff



Strategic Teaching - All teachers are trained in strategic teaching. One main component of strategic teaching that has great positive impact on student achievement is

formative assessments. Teachers will use formative assessments to drive instructional practices. Category: Develop/Implement Teacher Effectiveness Plan Research Cited: John Hattie, Visible Learning

Goal 2: All teachers will have digital tools, experiences, and resources to support instruction

Strategy 1: Professional Learning Communities - During collaborative prep periods, teachers will learn about new technologies Category: Develop/Implement Teacher Effectiveness Plan Research Cited: Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD

Activity - Collaborative Teaming Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will meet collaboratively to determine intervention strategies forstudents and how to best utilize formative data to inform and improveinstruction.



All faculty andstaff, butparticularlycore contentteachers

Measurable Objective 1:collaborate to learn and integrate at least one new technology into classroom instruction by 05/10/2017 as measured by articipation in technology with PLCs andCollaboration Teams hosted by library media specialists and colleagues.

Status Progress Notes Created On Created ByMet All teachers were trained in implementing Canvas LMS. June 16, 2016 Cheryl Morrow



Goal 3: Hillcrest High School will promote student growth and parent involvement through

system support services

Strategy 1: Improve relationships with parents and Support Student Success - Epstein's framework for parent involvement will guide practices to encourage more active

parent involvement. Category: Implement Community Based Support and Intervention System Research Cited: "What Research Says About Parental Involvement" - a summary of the research may be retrieved at

http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf

Activity - Technology Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers who participate in Technology in Motion and other technologyPLCs will present new technology ideas to teachers during collaborativepreps. Teachers will also work with one another to implement newtechnology ideas into classroom instruction.

ProfessionalLearning


Library MediaSpecialists,CollaborationTeams, andtechnologyPLCparticipants

Measurable Objective 1:collaborate to Increase parent involvement and participation in the PTSO by 05/01/2017 as measured by Increased parental participation in academic offeringsthroughout the school year as well as increasing support opportunities for student support.

Activity - Parent Communication/Involvement Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents will be reminded of NCAA, academic planning, and freshmantransition meetings throughout the year (website, Twitter, hardcopynewsletters mailed home). We will also have a Spring PTSO meetingwhere we will communicate our progress towards our ACIP goals. Parentswill be encouraged to join the PTSO and the PTSO will take a more activerole in the school's instructional plan and decision-making.

ParentInvolvement


All Facultyand Staff



Activity - PTSO Student of the Month Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

PTSO will sponsor Student of the Month recognition breakfast ParentInvolvement

09/21/2016 04/19/2017 $1000 Other Administrationwill seeknominationsfrom faculty,provide avotingprocess, andhost abreakfast forstudentrecipients,their parents,and facultysponsors.

Activity - Teacher of the Quarter Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

PTSO will sponsor Teacher of the Quarter recognition ParentInvolvement

10/10/2016 05/01/2017 $100 Other Administrationwill seeknominationsfrom thefaculty forTeacher ofthe Quarterand celebratethe selectionat the facultymeetings.Agift from thePTSO will bepresented tothe recipientby the PTSOpresident.



Activity - PTSO Teacher Grant Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

PTSO will sponsor two grant cycles totaling $5000 for the year for teacherswho seek funds for their classroom and professional development,

ParentInvolvement

10/10/2016 05/01/2017 $5000 Other Administrationwill publishthe grantapplicationprocess. ThePTSO boardof directorsfor vote andapprove thegrants Theannouncement of the grantawards will bemade by thePTSOpresident atthe facultymeeting.

Activity - Code of Academic Honor and Integrity Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents will co-create the Code of Academic Honor and Integrity willstudents, faculty, and administration. Parents will attend the assembly forthe signing of the Honor Pledge.

ParentInvolvement


Administrationwill coordinatethe efforts ofparents,students, andfaculty on thecreation of theCode ofAcademicHonor andIntegrity.

Activity - Peer Helping Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 4: Teachers and leaders will produce graduates who are College and Career Ready

Peer Helping is a credit-bearing course with selection as a peer helpercontingent upon a student successfully completing an application andinterview process. Peer helpers will assist students in need with academicand social tutoring.



Administrationwill coordinatethe selectionprocess and amember ofthe faculty willteach thePeer Helpingcourse.

Activity - Medal of Honor Foundation Character Education Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Medal of Honor Foundation Character Education program will be presentedby the faculty every Wednesday during enrichment.

BehavioralSupportProgram


Administrationand facultywill presentthe programto thestudents.

Activity - Learning Lab Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A Learning Lab will be support students with special educational needs. AcademicSupportProgram


Two para-educators willprovidesupport in theLearning Lab.

Measurable Objective 1:



Strategy 1: Professonal Development - Efforts will be made to provide systematic and intentional professional development for the faculty including Peer Observations, Curriculum

and Instruction Newsletter, and A+ College Ready Partnership Grant. Category: Develop/Implement Professional Learning and Support

Goal 5: Increase the baseline achievement levels on the Work Keys assessment earned in the

previous year by 10% at one or more levels

80% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and Talented, Hispanicor Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander studentswill demonstrate a proficiency in reading/English in Reading by 05/16/2016 as measured by student attainment of a benchmark score on the ACT ASPIRE, ACT, andWork Keys or by other indicators of CCR (AP Qualifying Score, college credit, etc.).

Activity - Curriculum & Instruction Newsletter Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

HHS Curriculum & Instruction Newsletter will be e-published weekly for thefaculty.



AdministrativeTeam

Activity - Peer Observation Experiences Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will observe and host a peer in the classroom setting. ProfessionalLearning


Administrationwill coordinatethe peerobservationcalendar.

Status Progress Notes Created On Created ByN/A We met the goal at the Silver level, increasing the number of students qualifying from 112 students

in 2014-2015 to 135 students in 2015-2016. This is accompanied with slight declines at the Gold andPlatinum levels. Of students completing the Work Keys Assessment, 55 earned Gold, down from 57students in 2014-2015, and 0 earned Platinum, down from 2 students in 2014-2015. Our Bronzelevel qualifiers declined, but this marks a increase in the Silver level.

July 22, 2016 Cheryl Morrow



Strategy 1: WorkKeys - Counselors will send ACT Key Train letters in the fall of 2016 specifically addressed to each current 12th grader. The letter gives reasons for the Work

Keys Assessment, definitions of levels of achievement, and login information to access the interactive learning tool Key Train. In addition, the senior counselor will

present a Power Point to every senior during their government and economics classes about the test and how best to achieve high scores. As a way to encourage

students to strive for greater achievement, the principal offered the incentive of one excused absence during the month of May for students earning platinum, silver, or

gold levels.

Category: Implement Guidance and Counseling Plan Research Cited: ACT NCRC

Measurable Objective 1:A 10% increase of Twelfth grade students will achieve college and career readiness to become a member of high performance workforce in Career & Technical by05/01/2017 as measured by ACT NCRC levels of achievement .

Status Progress Notes Created On Created ByN/A Counselors will send ACT Key Train letters in October 2015 specifically addressed to each current

12th grader. The letter gives reasons for the Work Keys Assessment, definitions of levels ofachievement, and login information to access the interactive learning tool Key Train. In addition, thesenior counselor will present a Power Point to every senior during their government and economicsclasses about the test and how best to achieve high scores. As a way to encourage students tostrive for greater achievement, the principal offered the incentive of one excused absence during themonth of May for students earning platinum, silver, or gold levels.

July 22, 2016 Cheryl Morrow

Activity - WorkKeys Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All Hillcrest High School seniors will complete the Work Keys Assessment.We are seeking a 10% increase in achievement at one or more of thelevels.



CounselingStaff

Status Progress Notes Created On Created ByCompleted Counselors will visit all CTE classes in order to guide all ninth graders as they create their 4-year

plans. Upper class men who did not complete their plan last school year will also receive face-to-face guidance.

August 19, 2016 Cheryl Morrow



Goal 6: Ninety percent of students at Hillcrest High School will complete their Career Cruising 4-

year plan.

Strategy 1: Career Cruising - Counselors will visit all CTE classes in order to guide all ninth graders as they create their 4-year plans. Upper classmen who did not complete their

plan last school year will also receive face-to-face guidance. Category: Implement Guidance and Counseling Plan Research Cited: Students who complete a 4-year plan are more likely to accomplish their goals.

Goal 7: Increase the participation of students involved in dual enrollment at our school.

Measurable Objective 1:90% of Ninth, Tenth, Eleventh and Twelfth grade students will increase student growth create their 4-year plan in Career & Technical by 11/01/2015 as measured bythe increase in the percentage of students who complete their 4-year plan .

Activity - Career Cruising Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will create their 4-year plan with the assistance of the counselors. CareerPreparation/Orientation


counselors

Measurable Objective 1:A total of 15 Twelfth grade students will achieve college and career readiness college credit in Career & Technical by 05/01/2017 as measured by number of studentsenrolled in college courses..



Strategy 1: Counseling Sessions - Counselors will make appointments with content specific teachers about visiting their classrooms and introducing students to the dual enrollment

options at Shelton State Community College. Category: Implement Guidance and Counseling Plan Research Cited: Students who are enrolled in college courses while in high school benefit from extended educational opportunities while also earning college credit to

expedite their careers.

Goal 8: Increase the enrollment in Advanced Placement courses by 20% from a baseline of 356

students in 2015-16 to 428 students in 2016-17.

Activity - Counseling Sessions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Counselors will conduct face-to-face meetings with rising 12th gradersduring content specific courses.



Counselingstaff

Activity - Shelton State Preview Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Seniors will tour Shelton State and receive information on dual enrollmentoptions and scholarship opportunities. Freshmen seminar students willattend the University of Alabama campus.

Field Trip 08/10/2016 05/01/2017 $0 No FundingRequired

CounselingStaff

Measurable Objective 1:increase student growth by 20% from a baseline of 356 students in 2015-16 to 428 students in 2016-17 by 05/01/2017 as measured by enrollment in AdvancedPlacement courses including Biology, Calculus, Computer Science Principles, Environmental Science, Government, Language, Literature, Statistics, and US History.



Strategy 1: Counselor Grade-Level Sessions - Grade-level counselors will present the course offerings to students in the theater. In addition, AP and Pre-AP faculty will present

course offerings to students in small group settings. Faculty and counselors will present curriculum to both feeder middle schools. Faculty and counselors will present

curriculum to rising 9th grade parents on a dedicated night. Category: Implement Guidance and Counseling Plan Research Cited: Students who receive direct instruction from counselors and faculty are more likely to enroll in advanced placement courses. Guidance on recruitment

of students offered by AP College Central: http://apcentral.collegeboard.com/apc/public/start_grow_ap/index.html

Strategy 2: A+ College Ready Partnership Grant - Provide local funding of $5000 along with the $5000 matching funding from A+ College Ready for the purposes of having

teachers receive Laying the Foundation Training, AP Summer Institute Training, Fall Conference Training, and Mock Reading Training. Students will receive experience

taking Mock Exams. Category: Develop/Implement Professional Learning and Support Research Cited: Content-specific training increases the depth of knowledge of teachers, and instructional strategies increases the student and teacher success. This

support leads to a teaching and learning culture that motivates students to enroll in Advanced Placement courses. Support for this program:

http://www.apluscollegeready.org/

Activity - Grade Level Course Selection Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Counselors will meet with each grade level to encourage enrollment of APcourses. Teacher of Pre-AP and AP will go to classes and meet thestudents in small groups. 9th Grade Pre-AP teachers will go to the twofeeder schools and introduce the AP Curriculum. Faculty and counselorswill attend Parent Night to introduce curriculum and course selectionopportunities.



Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal.ConnieColeman,LaTonyaJemison, andEmilyWoodroof,counselors.



Strategy 3: AP Statistics and AP Computer Science Principles - Two new courses will be added for the 2016-2017 school year. AP Statistics and AP Computer Science Principles

will be offered to our students. Category: Other - New Courses Research Cited: http://www.apluscollegeready.org/ and http://apcentral.collegeboard.com/apc/public/start_grow_ap/index.html

Activity - Pre-AP and AP Professional Development and StudentDevelopment

Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Laying the Foundation Training. AP Summer Institute. Fall Conferences.Mock Readings. Mock Exams.


07/01/2016 05/12/2017 $10000 GeneralFund, Other

Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal.

Activity - AP Course Offerings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

AP Statistics and AP Computer Science Principles will be offered for theschool year 2016-2017. To support the AP Statistics teacher, local fundingwas provided to send her to the University of Alabama Summer InstituteTraining, Summer 2016. To support the AP Computer Science Principles,A+ College Reading provided a fully-funded grant for AP Institute inAtlanta, Georgia Summer 2016.

DirectInstruction

08/10/2016 05/31/2017 $750 General Fund Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal. JillEngland andJessicaThomas,Faculty



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Other

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Teacher of the Quarter PTSO will sponsor Teacher of the Quarter recognition ParentInvolvement

10/10/2016 05/01/2017 $100 Administrationwill seeknominationsfrom thefaculty forTeacher ofthe Quarterand celebratethe selectionat the facultymeetings.Agift from thePTSO will bepresented tothe recipientby the PTSOpresident.

PTSO Student of the Month PTSO will sponsor Student of the Month recognitionbreakfast

ParentInvolvement

09/21/2016 04/19/2017 $1000 Administrationwill seeknominationsfrom faculty,provide avotingprocess, andhost abreakfast forstudentrecipients,their parents,and facultysponsors.

RTI The PST Team will monitor and recommend Tier II and IIIinterventions for struggling students. Students will receiveadditional supports.


08/10/2016 05/10/2017 $1000 All faculty andstaff



No Funding Required

PTSO Teacher GrantProgram

PTSO will sponsor two grant cycles totaling $5000 for theyear for teachers who seek funds for their classroom andprofessional development,

ParentInvolvement

10/10/2016 05/01/2017 $5000 Administrationwill publishthe grantapplicationprocess. ThePTSO boardof directorsfor vote andapprove thegrants Theannouncement of the grantawards will bemade by thePTSOpresident atthe facultymeeting.

Pre-AP and AP ProfessionalDevelopment and StudentDevelopment

Laying the Foundation Training. AP Summer Institute. FallConferences. Mock Readings. Mock Exams.


07/01/2016 05/12/2017 $5000 Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal.

Total $12100


StaffResponsible

Shelton State Preview Seniors will tour Shelton State and receive information ondual enrollment options and scholarship opportunities.Freshmen seminar students will attend the University ofAlabama campus.

Field Trip 08/10/2016 05/01/2017 $0 CounselingStaff

Grade Level CourseSelection Meetings

Counselors will meet with each grade level to encourageenrollment of AP courses. Teacher of Pre-AP and AP willgo to classes and meet the students in small groups. 9thGrade Pre-AP teachers will go to the two feeder schoolsand introduce the AP Curriculum. Faculty and counselorswill attend Parent Night to introduce curriculum and courseselection opportunities.


07/01/2016 05/12/2017 $0 Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal.ConnieColeman,LaTonyaJemison, andEmilyWoodroof,counselors.



WorkKeys All Hillcrest High School seniors will complete the WorkKeys Assessment. We are seeking a 10% increase inachievement at one or more of the levels.


08/10/2016 05/01/2017 $0 CounselingStaff

UA Student Mentors University of Alabama Students will mentor FreshmanSeminar and College and Career Prep students

Tutoring 09/01/2016 05/01/2017 $0 ConnieColeman,HCHSCounselorand UAHonorsCollegeAdjunctFaculty;FreshmanSeminar andCollege andCareer Prepteachers

Counseling Sessions Counselors will conduct face-to-face meetings with rising12th graders during content specific courses.


03/01/2016 05/01/2017 $0 Counselingstaff

Curriculum & InstructionNewsletter

HHS Curriculum & Instruction Newsletter will be e-publishedweekly for the faculty.


08/10/2016 05/03/2017 $0 AdministrativeTeam

ParentCommunication/Involvement

Parents will be reminded of NCAA, academic planning, andfreshman transition meetings throughout the year (website,Twitter, hardcopy newsletters mailed home). We will alsohave a Spring PTSO meeting where we will communicateour progress towards our ACIP goals. Parents will beencouraged to join the PTSO and the PTSO will take amore active role in the school's instructional plan anddecision-making.

ParentInvolvement

08/10/2016 05/10/2017 $0 All Facultyand Staff

Peer ObservationExperiences

Teachers will observe and host a peer in the classroomsetting.


08/10/2016 05/01/2017 $0 Administrationwill coordinatethe peerobservationcalendar.

Peer Helping Program Peer Helping is a credit-bearing course with selection as apeer helper contingent upon a student successfullycompleting an application and interview process. Peerhelpers will assist students in need with academic andsocial tutoring.


08/10/2016 05/01/2017 $0 Administrationwill coordinatethe selectionprocess and amember ofthe faculty willteach thePeer Helpingcourse.

Collaborative Teaming Teachers will meet collaboratively to determine interventionstrategies for students and how to best utilize formativedata to inform and improve instruction.


08/10/2016 05/10/2017 $0 All faculty andstaff, butparticularlycore contentteachers



General Fund

Code of Academic Honorand Integrity

Parents will co-create the Code of Academic Honor andIntegrity will students, faculty, and administration. Parentswill attend the assembly for the signing of the HonorPledge.

ParentInvolvement

06/08/2016 08/31/2016 $0 Administrationwill coordinatethe efforts ofparents,students, andfaculty on thecreation of theCode ofAcademicHonor andIntegrity.

Career Cruising Students will create their 4-year plan with the assistance ofthe counselors.

CareerPreparation/Orientation

08/10/2016 05/01/2017 $0 counselors

Learning Lab A Learning Lab will be support students with specialeducational needs.


08/10/2016 05/19/2017 $0 Two para-educators willprovidesupport in theLearning Lab.

Medal of Honor FoundationCharacter EducationProgram

Medal of Honor Foundation Character Education programwill be presented by the faculty every Wednesday duringenrichment.

BehavioralSupportProgram

09/07/2016 05/03/2017 $0 Administrationand facultywill presentthe programto thestudents.

Technology Training Teachers who participate in Technology in Motion and othertechnology PLCs will present new technology ideas toteachers during collaborative preps. Teachers will also workwith one another to implement new technology ideas intoclassroom instruction.


08/10/2016 05/10/2017 $0 Library MediaSpecialists,CollaborationTeams, andtechnologyPLCparticipants

Total $0


StaffResponsible

Pre-AP and AP ProfessionalDevelopment and StudentDevelopment

Laying the Foundation Training. AP Summer Institute. FallConferences. Mock Readings. Mock Exams.


07/01/2016 05/12/2017 $5000 Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal.



AP Course Offerings AP Statistics and AP Computer Science Principles will beoffered for the school year 2016-2017. To support the APStatistics teacher, local funding was provided to send her tothe University of Alabama Summer Institute Training,Summer 2016. To support the AP Computer SciencePrinciples, A+ College Reading provided a fully-fundedgrant for AP Institute in Atlanta, Georgia Summer 2016.

DirectInstruction

08/10/2016 05/31/2017 $750 Jeff Hinton,Principal.CherylMorrow,AssistantPrincipal. JillEngland andJessicaThomas,Faculty

Total $5750



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes Parent Summary

Student SummaryFaculty and StaffSummary



Evaluative Criteria and Rubrics

Overall Rating: 2.0

Statement or Question Response Rating1. Questionnaire Administration Few or no required AdvancED questionnaires

were used by the institution. The minimumresponse rate was not met (parentquestionnaire: less than 20%, studentquestionnaire(s): less than 40%, staffquestionnaire: less than 60%). Questionnaireswere administered with no fidelity to theadministrative procedures. The participants towhom these questionnaires were administereddid not represent the populations served by theinstitution. Appropriate accommodations werenot provided for participants.

Level 1

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Fifty Faculty and Staff participated in the survey and an overall score of 3.68 was recorded. Most notable was a high score of 4.62 that our

acip hillcrest high school · 2016. 10. 18. · acip assurances 25 hillcrest high school 2016-2017...

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