HARRISON COUNTY HIGH SCHOOL
COMPREHENSIVE PLAN
2008-2009
Date Approved by the School Council:
November 3, 2008
Date
School Council Member Signatures:
Jim Schmidt, Chairperson
Mike Fisher, Parent Member
Beth Slade, Parent Member
Jenny Nichols, Teacher
Representative
Mike Hughes, Teacher
Representative
Josh Powers, Teacher
Representative
Executive Summary
School Mission Statement
Our mission at Harrison County High School is to assist and empower each student
in establishing, achieving, and reaching Core Content objectives by successfully completing
his or her chosen career cluster. The SBDMC will set high academic standards for all,
regardless of socio-economic status, gender, race, or previous academic performance.
Description of School Planning Process
The school planning process at Harrison County High School is both intense and
continuous. Eight Site Based Decision Making Council (SBDMC) Committees (School
Climate and Culture, School Space, Technology, Professional Development, CATS
Committee, Budget, Curriculum, and Extra-Curricular Activities) comprised of teachers and
parents, spearhead this process. Each looks at the needs of the entire school community in
light of the best interest to students as well as state standards. These committees meet
throughout the school year and work closely with the faculty department chairs to guide the
high school’s curriculum, learning environment and monitor student achievement. The
committees are charged with addressing the four components of the CSIP.

Student Achievement/Achievement Gap

Technology

Learning Climate/School Culture

Vocational & PL/VS
Each department chairperson meets with his/her department on a monthly basis. It is
through these meetings, coupled with the SBDMC Committee work, that develop the content
of the Harrison County High School 2008-2009 Comprehensive Plan. Drafts are revised
with administration, the SBDMC and reflect test scores, the needs assessment survey, current
student academic performance and community needs.
School Communication Plan
Information on the HCHS Comprehensive Plan is provided to parents, students, and
the community through our local newspaper, district newsletter, weekly television broadcast
(Channel Six), our local radio station, and our district website (www.harrison.k12.ky.us).
The 2008-2009 draft of the Comprehensive Plan will be available upon request until the end
of the school year. Copies of the final Comprehensive Plan will be made available during
student registration, Parent/Teacher conferences, and regularly scheduled SBDMC meetings.
Action Component: Student Achievement/ Achievement Gap
School Name Harrison County High School
District Name Harrison County
Component Manager Casey, Schmidt,
Nichols, Hughes, Powers, Fisher (P), Slade (P)
Date November 2008
Priority Need
According to KASC Gap Report, CATS mean scale scores, and
independent data analysis, significant performance GAPS were
found between free and reduced lunch students versus non free
and reduced lunch students and students with disabilities
versus students without disabilities.
Performance gaps indicate a need for targeted attention to
these student groups for both academic readiness and
enhancement of test taking skills.
Goal (Addresses the Priority Need)
Goals for Closing the Gap (2 year cycles: present until 2014)
Free and Reduced Lunch Gap Reduction Timeline:
Index Cycles
Projected Goal
2008 Free & Reduced Lunch Index
2010 Free & Reduced Lunch Index
2012 Free & Reduced Lunch Index
2014 Free & Reduced Lunch Index
83
93
100
Disability Gap Reduction Timeline
Index Cycles
2010 Disability Index
2012 Disability Index
2014 Disability Index
Projected Goal
79
88
100
Causes and Contributing Factors
Objectives with Measures of Success
Writing skills and writing across the curriculum have not been
made a professional development priority or emphasized as a
part of the lesson planning/curriculum process in the past.
With Gap closure, as evidenced through Common
Assessment Results, Performance Predictors, and KCCT
Results and as a primary measure of success, HCHS
objectives will be to reduce the gaps (see Timeline) in these
areas as well as target these groups’ performance in specific
subjects and record their progress. Performance on the
CATS, EXPLORE, PLAN, and ACT tests, as well as meeting
the goals set forth on the GAP Reduction Timeline, will serve
as our statistical measures of success.
Action Component: Student Achievement/ Achievement Gap
School Name Harrison County High School
Strategies/Activities
Objective
Strategy/Activity
Label
District Name Harrison County
Component Manager Casey, J.Schmidt,
Hughes, Powers, Nichols, Fisher (P), Slade (P)
Date : November 2008
Expected Impact in
Terms of Progress
and Success
Responsible
Person
Start
Date
End
Date
Estimated
Resources
and Costs
*Local
*Regional
*State
Provide enhanced tutoring services
for struggling and low SES
students.
Reduction of performance
gap in all subject areas and
retention rates.
Judy, all ESS
instructions
5/08
6/09
ESS budget
from KDE
S
Students with Special Needs
will continue to be scheduled
Scheduling will reflect
individual student needs;
promote student
Judy, Anderson,
Beach
5/08
Ongoing
Teacher
release time/
professional
S, L
in collaboration and/or
resource with the Special
Needs/Exceptional Children
Department at HCHS.
achievement and
successful transition to life.
 Draft
Action Component: Student Achievement/ Achievement Gap
District Name Harrison County
School Name Harrison County High School
X Public
release time.
X Final
Component Manager Casey, J.Schmidt, C. Anderson
Date November 2008
 Private, Non-Profit
(All page numbers referred to are found in the Consolidated Planning Guidebook, 2001.)
Priority Need
(Based on Needs Assessment)
Goal (Addresses the Priority Need)
(See Step 3 on page 23)
A. CATS & ACT scores indicate a need for continued emphasis on the
Proficient Performance.
A. Develop Proficiency Team Leaders and Proficiency Teams that
will focus on student performance.
B. Student Work Analysis/Writing Portfolio scores indicate a need for
quality writing across the curriculum.
B. HCHS will enhance student writing portfolio scores by one out of
four students and all HCHS teachers will continue to be trained on
writing portfolios.
C. GMADE, Alg. I Pilot Assessment, CATS scores, Retention Rates
and student work analysis indicate a strong need for a revised math
program.
Causes and Contributing Factors
C. HCHS will enhance educational opportunities for all math students
which will result in a increase of individual CATS Scores by one
out of four students in CATS Math scores. A school-wide math
program will be devised through a committee comprised of
teachers and parents from all demographic categories.
Objectives with Measures of Success
(Both Positive and Negative; Based on Needs Assessment)
(See Step 4 on page 23)
A1. Surveys indicate that classroom instruction is generally not free from
interruptions.
A1,3. 5% increase of Academic Index of HCHS CATS scores for 2009
and reduce classroom interruptions.
A2. Reduce 9th grade absences by 15% and reduce 9th grade discipline
referrals by 10%.
A2. Data shows that 9th grade students hold the highest percentage of
absences and discipline referrals.
A3. (listed with A1.)
A3. Student survey and teacher feedback indicate scheduling and course
rigor must be examined to include time for re-teach and review.
B1. Teacher survey and KASC Gap Report indicates many students with
disabilities and students without disabilities achieving below grade level
in reading comprehension.
C1. Stagnant writing portfolio scores indicate that many students are only
achieving at novice and apprentice levels. Writing Plan will establish
standards by which teachers are to follow writing procedures.
C2. Not all teachers are requiring students to produce a writing portfolio
piece for each class.
B1. Reduce reading achievement gap between students with and without
disabilities by 25% and increase overall CATS reading
scores for 2009 20%.
C1. Reduce novice writing portfolio scores by 50% and
increase writing portfolio scores by one out of four students.
C2. Teacher evaluations will require all teachers to follow school-wide
writing plan and submit checklist as evidence; will provide evidence of
writing pieces and prompts during annual evaluations.
Action Component: Student Achievement/ Achievement Gap
District Name Harrison County
School Name Harrison County High School
X Public
 Draft
X Final
Component Manager Casey, R. Switzer, Anderson
Date November 2008
 Private, Non-Profit
Strategies/Activities (Activity or Strategic Sequence of Activities to Achieve Objectives)
Objective
Strategy/Activity
Expected Impact in Terms
Responsible
Start
Label
of Progress and Success
Person
Date
A1
Proficiency teams organized to
Enhanced score performance
All HCHS
8/08
End
Date
Estimated
Costs
Fund
Source
5/09
N/A
N/A
focus on writing and math
needs. Organize “refresher”
days within classes and before
testing to review content.
on the CATS test and deeper
student understanding of the
Core Content.
Teachers, Schmidt
Casey, R. Switzer
A1
Reduce classroom interruptions.
Enhanced score performance
on the CATS test and deeper
student understanding of the
Core Content.
All HCHS
Teachers, Schmidt,
Casey, R. Switzer
8/08
5/09
N/A
N/A
A2
Enhance the 9th grade program
utilizing teacher common plan
time, end of the year
assessments to evaluate
program.
All HCHS 9th grade
Teachers, Casey,
9th Grade
Committee
1/06
05/09
500.00
Board
General
Funds
A3
Enhance 7 Period Day
Schedule…Proficiency teams
and writing plan will focus on
improvement.
Reduce absences and
discipline referrals from the
9th grade class. Enhance
student learning and deeper
students understanding of the
core content.
Enhanced score performance
on the CATS/Explore/ PLAN/
ACT test and deeper student
understanding of the Core
Content.
All HCHS
Teachers, Schmidt,
Casey, Switzer,
Counselors.
5/08
Ongoing
N/A
N/A
A3
Continue with ACT Preparation
Sessions in Math, Reading, and
Science.
Increase ACT average school
wide and aide w/test taking
skills
ESS, ACT Prep
Instructors, Casey
10/07
06/08
$200
$30,000
(initial)
ESSDTW
Board
Gen
B1
Continue implementing
SCREAM reading program
Increase overall reading
performance and enhance
student reading
comprehension.
All HCHS
Teachers,
Casey, R. Switzer
8/08
Ongoing
N/A
N/A
A, B1
C1, C2
Reduce Class Size
Increase CATS scores and
enhance student learning.
All HCHS
Teachers, Schmidt
Casey, R. Switzer,
Judy, Beach
5/08
Require all teachers to produce
a writing portfolio piece for each
student in each class.
Increase writing performance
scores and enhance student
learning in real world writing.
Schmidt
Casey, R. Switzer,
Judy, Beach
8/08
Develop Proficiency Team
Leaders to facilitate the
development of proficiency in
Open Response Writing.
Development of common subject
assessments throughout the
curriculum…Final Exams,
Semester Exams, and Nine
Weeks Exams.
Implementation of school-wide
writing program/plan.
Implementation of Goals
Calculator/Assessment of
Student Performance.
Development will become
intentional across the curriculum
and enhanced performance in
overall writing.
Teachers will be able to compare
and contrast teaching
strategies/techniques. The result
will be that students will exit
classes at the same place (at the
end of the year) academically in
each class.
Teachers will be better equipped
to facilitate success with portfolio
pieces that are required to be
turned in at different periods
throughout the school year.
Teachers/Staff will have an
opportunity to gauge the
effectiveness of teaching through
relating to the CATS Assessment
Method.
Ongoing
N/A
N/A
5/09
Title II, Part A
Title II,
Part A
Schmidt, Casey,
Switzer
6/08
9/08
3200
General
Fund
Schmidt, Casey,
Switzer, and
Department Heads
6/08
2/09
800
PD
Funds
Grant, Schmidt,
Casey, Switzer,
English Dept. Head
and Teachers.
6/08
Ongoin
g
600
PD
Funds
Schmidt, Casey,
Switzer, Proficiency
Team Leaders.
6/08
5/09
0
Development of School-wide
Math Program to bridge the
content areas with the math
department
DTW assistance for students
who are failing and are skill level
deficient.
All teachers will be aware of real
world connections to math, so it
can be shared through their
content with the students.
Students with enhanced aide will
gain in skills to recover
deficiencies.
Math Department
Head, Math
Teachers, Casey,
Schmidt, Switzer
Schmidt, Hatter
1/09
5/09
500
General
Funds
8/08
12/08
1200
ESS,
DTW
Funds
Action Component: Technology
 Draft
District Name Harrison County
School Name Harrison County High School
X Public
X Final
Component Manager Debbie Biddle
Date November 2008
 Private, Non-Profit
(All page numbers referred to are found in the Consolidated Planning Guidebook, 2001.)
Priority Need
(Based on Needs Assessment)
Goal (Addresses the Priority Need)
(See Step 3 on page 23)
Based on staff and student PAR survey HCHS needs to incorporate National
Educational Technology Standards into technology courses as well as nontechnology courses.
To educate both students and teachers so that they meet/exceed the
National Educational Technology Standards at the high school level.
Causes and Contributing Factors
(Both Positive and Negative; Based on Needs Assessment)
Objectives with Measures of Success
(See Step 4 on page 23)
Lack of adequate facilities, equipment, and training causes both groups to
be behind in meeting the National Educational Technology Standards.
Recent increased computer numbers in student labs have made training
needs expand.




To make efficient use of computers and add more technology.
To enhance and maintain the teacher and student technology
currently at HCHS.
To ensure students meet/exceed the National Educational
Technology Standards.
To raise teacher awareness of the National Educational
Technology Standards and implement a technology requirement –
if found to be feasible.
Action Component: Technology
 Draft
X  Final
District Name Harrison County
Component Manager Debbie Biddle
School Name Harrison County High School
Date November 2008
X Public
 Private, Non-Profit
Strategies/Activities (Activity or Strategic Sequence of Activities to Achieve Objectives)
Objective
Strategy/Activity
Expected Impact in
Responsible
Start
Label
Terms of Progress and
Person
Date
Success
End
Date
Estimated
Costs
Fund
Source
Solicit resources to improve
available technology at HCHS.
Increase technology resources
for students and teachers to
use more computers and
peripherals.
Schmidt and
Technology
Committee
8/08
5/09
Varied
KETS/
Donation
PD for teachers on IC software
and capabilities.
Teachers are more comfortable
to use these resources to
improve student learning.
Increased participation in
technology courses and
students are better able to
meet/exceed the National
Educational Technology
Standards.
Provide teachers with
opportunities to implement
technology in the classroom.
D Biddle,
Schmidt, Melissa
Shepard
Judy, Burden,
Schmidt, All
Dept. Heads
10/07
Ongoing
1000.00
PD funds
1/06
OnGoing
N/A
N/A
Schmidt, Casey,
and
R. Switzer
D Biddle, Hurst,
and Counselors
10/07
5/09
10,000
General
Fund
1/06
Ongoing
N/A
N/A
Research possibility/feasibility
of technology requirement of
students.
Provide teachers with new
technology
innovations…airliners.
Have student computer aides
monitor our student labs.
Keep students focused on the
assigned computer project. Also,
to give assistance to teachers and
students immediately so that the
educational process is not
interrupted.
Action Component: Learning Climate/School Culture
District Name Harrison County
School Name Harrison County High School
X Public
 Private, Non-Profit
 Draft
X Final
Component Manager James Schmidt
Date November 2008
(All page numbers referred to are found in the Consolidated Planning Guidebook, 2001.)
Priority Need
(Based on Needs Assessment)
Goal (Addresses the Priority Need)
(See Step 3 on page 23)
Based on 2007 CATS scores
 Staff Survey indicates the following:
1. Student accountability is a factor in low scores
2. Special Needs gap needs to be addressed
3. Must make connection with low performers
 25 point gap…Disability
 13 point gap…gender (male)
 18 point gap…F/R lunch
 0% non performance on test
In 2009, CATS Academic Index results will be:
 An index of 84.0
 25 novices
 25 free/reduced lunch on novice level
 15 of males novice
 0 % non performance
Causes and Contributing Factors
(Both Positive and Negative; Based on Needs Assessment)
Objectives with Measures of Success
(See Step 4 on page 23)
Having teacher/student input has improved our school culture. The Positive
Behavior System Team has provided us with our Slogan/motto/emblem.
Additionally, scores will improve because the culture will continue to improve
because of the leadership from within the faculty and students.
Teacher/Student input will increase our scores because of ownership. CATS
scores will continue to improve with the continued efforts of soliciting input
from both parties.





SBDM will continue to support the PBS Efforts.
Administrators will solicit input from all current stakeholders to
strengthen our Culture.
Continue to implement a system which uses a variety of instructional
practices as well as construct visual aids for classrooms
Teach PBS Slogan and critical vocabulary in all Classes.
Refine Daily lesson plans to include monthly/yearly emphases.
Action Component: Learning Climate/School Culture
 Draft
X Final
District Name Harrison County
Component Manager: James Schmidt
School Name Harrison County High School
Date November 2008
X Public
 Private, Non-Profit
Strategies/Activities (Activity or Strategic Sequence of Activities to Achieve Objectives)
Objective
Strategy/Activity
Expected Impact in Terms
Responsible
Start
Label
of Progress and Success
Person
Date
End
Date
Estimated
Costs
Fund
Source
School leaders use the PBS
Themes and logos to promote
student learning, cultural
change, and goals.
Reach goal of 0% nonperformance, Raise overall
CATS Academic index and
reduce novices to 10%.
Schmidt, Casey,
Switzer, Faculty of
HCHS
8/07
5/09
Approx.
5000.00
Goals
2000/
General
Funds
School Leaders and faculty
model the theme of PBS as
leaders of HCHS.
Raise overall motivational
impact, Increased student
understanding of the impact
of raising personal values.
Schmidt, Casey,
Switzer, Faculty of
HCHS
8/07
5/09
0
Development of
activities/strategies for retaining
PBS focus throughout the year
Students become familiar
with key terms for Theme and
for deeper understanding of
the successful behavior.
Number of discipline notices
and suspensions will be
reduced
Schmidt, Casey,
Switzer, Faculty of
HCHS.
1/06
5/09
Approx. 500
General
Funds
Bulletin Board PBS focus
Students will become familiar with
key points in PBS Theme for
month/year.
Kim McIntire, JL
Hatter, Tucker,
Stephens, Casey
6/08
5/09
$700.00
BD Discret.
Classroom Student of the month
tied into the PBS Theme. Each
teacher selects one
student/month as Classroom
Student focus placed on PBS
monthly theme.
Schmidt, Casey,
Switzer, Faculty of
HCHS
7/08
5/09
800.00
General
funds
Student of the Month.
PBS Theme incorporated @ end
of announcements each day.
Email/Tagline of all
administrators to incorporate
PBS Theme. Included in Blogs.
Ask Teachers to incorporate in
same. Include website. Make
Banners to include Logo and
Theme
Students will paint PBS logo on
front wall.
Hallway walls and common area
walls decorated with theme
material.
Utilizing the PBS Theme to
improve school culture/climate
will be a focus for all teachers in
their PGP.
Students and faculty will be
reminded of monthly/daily word
tied into PBS Theme-discipline
write-ups and disciplinary actions
will be reduced.
Students and Faculty will continue
to be reminded of theme and
logo…reminding each to
continually build a team unity
approach to reaching proficiency.
Schmidt, Soard,
Casey, Switzer
6/08
5/09
100
Special
Education
Funds
All
6/08
5/09
500
Special
Education
Funds/Gen
eral fund
Students will have ownership in
logo and buy-in will follow. All
visitors will see logo when
entering school.
PBS Theme will be seen
constantly as students move
through building…as a reminder
to the type of atmosphere we
need to have.
Teachers/staff will be constantly
reminded to reflect on Theme and
to use strategies to keep it in the
forefront for our students and
staff.
Mallory, Schmidt
6/08
5/09
200
General
Fund
Tucker, Mallory
6/08
5/09
3000
General
Fund
All Staff Members
6/08
5/09
0
Action Component: Vocational & PL/VS
District Name Harrison County Schools
School Name Harrison County High School
Component Manager: CaseyRoger Hurst/Larry Kendall
Date: November 2008
Priority Need
Goal (Addresses the Priority Need)
According to the Perkins Performance Measures Annual Report (PPMAR)
for HCHS in 2005-06, CTE students did not have:

the graduation rate equivalent to the general population

student participation in non-tradition training and employment
programs

attainment of career major and achievement certificates in
conjunction with their completed Individual Graduation Plans.

the academic and technical achievement as compared to all
students and previous skill standard percentages
This highlighted the need for more equitable access for CTE students to
career counseling, IGP revision and access to post secondary opportunities.
Our 2007 TEDS data will indicate that we have increased the level of
performance of CTE students in these areas by 5% as well as provided
increased career opportunities for these students to become life-long learners.
Causes and Contributing Factors
Objectives with Measures of Success



HCHS experienced a loss of faculty in this area due to budget cuts
Class size is impacting recognizing and counseling CTE students
Recognizing and identifying CTE students on KCCT needs review









PPMAR data will be fully analyzed along with CATS, NCLB and skill
Standards results in order to better assess student need.
CTE Graduation rate will meet or exceed 07-08 PPMAR data by 7%
in 2008
CTE Successful Transition rate will meet or exceed 06-07 PPMAR
data by 4% in 2006
CTE academic achievement will meet/exceed that of all students
CTE technical achievement based on skills standards will increase
annually
CTE student participation in non traditional training and employment
programs will increase by 5% each year
CTE student attainment of career major and achievement certificates
will increase annually by 4 % with a goal in 2014 of Proficiency in
CTE student’s chosen career path.
TEDS data will be used to guide department decisions.
Local and state level professional development required of CTE staff
Action Component: Vocational & PL/VS
District Name Harrison County Schools
School Name Harrison County High School
Strategies/Activities
Objective
Strategy/Activity
Label
Component Manager Roger Hurst/Robert Switzer
Date November 2008
Expected Impact in
Terms of Progress and
Success
Responsible
Person
Start
Date
End
Date
Estimated
Resources
and Costs
*L
*R
*S
Implementation of
Gender Equity
Related Training
Team will recruit and
understand strategies to
increase participation in
non-traditional training
area
Kendall
(Larry)
10/06
12/09
300.00
State &
Perkins
Create a collection
instrument that better
serves CTE student
need
CTE students need will
be more accurately
identified, serviced and
monitored. Therefore,
more accurate
information will be
reflected on the TEDS
report.
Increase in CTE
successful transition to
life and ultimately,
stronger and diversified
workforce in the Harrison
County area.
All HCHS
staff
8/05
Ongoing
150.00
Local &
Perkins
Donelle Judy
All Staff
Career and
Technical
Student
Organizations
Local Industry
7/05
Ongoing
300.00
(ILP
Development)
L, R, S
&
Perkins
Develop and utilize,
through a student’s
ILP a more
comprehensive plan
and follow up on
individual student
successful transition
to life
175.00
(PD)
L, R, S,
Perkins
,&
Tech
Prep
L&
Perkins
Utilize HSTW and
Tech Prep as a
means of PD and
additional support
Focus CTE, Tech Prep,
and HSTW on common
goals
Hurst, La
Kendall, CTE
Staff, All Staff
8/06
Ongoing
Various
Targeted Counseling
Program for CTE
students nearing
“completer status”
during HS career –
after-school
sessions, “cafeteria
counseling”, one to
one goal setting
sessions
Increase number of
Career Major Certificates
and CTE graduation rate.
Steering
Committee
Counselors
and CTE Staff
01/05
Ongoing
1400.00
Increase percentage
Of students obtaining
skills standards certificates
All staff
07/05
Ongoing
500.00
L&
Perkins
Academic index of CTE
students will meet/exceed
that of all students
All staff
07/05
Ongoing
1000.00
L, R, S,
&
Perkins
Analyzing data; collaboration
amongst peers
CTE staff
Counselors
Administrator
s
07/05
Ongoing
4000.00
L, R, S,
&
Perkins
Develop and
integrate skills
standards pre-testing
measures into CTE
classes
Alignment of core
content in CTE and
strengthen academic
achievement by
implementation of
interdisciplinary
courses
All CTE staff
participate in PD at
the local and state
level
Develop marketing
activities to recruit
students in nontraditional programs
Better utilize ESS
and offer more
assistance to
students in need
Reduce class sizes in
areas of need
Utilize above
strategies to meet all
5 Perkins
Performance
measures
Level of performance will
improve in nontraditional
training programs by 5%
CTE STAFF
Counselors.
07/05
10/06
1000.00
L&
Perkins
Increase academic index of
CTE students
CTE STAFF
07/05
Ongoing
1200.00
L&
Perkins
Increase all aspects of
student performance,
counseling, IGP
development, etc.
CTE programs will meet all 5
Perkins Performance
Measures
CTE Staff;
Administrator
s, Counselors
12/05
Ongoing
500.00
L&
Perkins
CTE Staff,
Administrator
s, Counselors
8/06
6/07
15% of district
Perkins
monies to
address this
and the above
strategies
Perkins