Center Point High School is one of thirteen high schools in the
Jefferson County school system and is the only Title I high school
within the school system's district. Center Point High School is
located in northeastern Jefferson County and is within the city
limits of Center Point, Alabama and serves as the feeder high
school to Erwin Middle School students. Center Point High
admitted its first high school students in grades nine through
twelve on August 16, 2011. Since the 2011- 2012 school year,
several changes have occurred. Center Point High School was
previously named Erwin High School, was located at a different
location in the Center Point community, and accommodated 1250
students from grades seven through twelve.
According to the statistical data of the 2010 United States
Census Report, Center Point, Alabama has a total of 16,921
households of which 32.62 % are Caucasian, 62.85 % are African
American, 0 .21% are American Indian, 0. 38 % are Asian, 0.02 % are
Pacific Islanders, and 1.10 % are identified as Biracial. Although
Center Point, Alabama represents diversity in population, Center
Point High School's student body is primarily homogeneous in
ethnicity, yet constists of students of African-American,
Caucasian, and Hispanic backgrounds. Of the 778 students who
attend Center Point High School, 94% are African-American, 3% are
Caucasian, and 3% are Hispanic. The enrollment of students is
as follows: 352 African-American males; 381 African-American
females; 12 Caucasian males; 12 Caucasian females; 21 Hispanic
males and 8 Hispanic females.
Center Point High School has a teaching and administrative staff
comprised of 104 individuals committed to enhancing learning and
ensuring school improvement for students. Of those 104
dedicated individuals, 33 are Caucasian and 71 are
African-American. Employed are one chief-of-staff principal;
three assistant principals who are assigned specific grade levels;
one assistant principal whose responsibilities relate to curriculum
and instruction; three guidance counselors; fifty-three teachers;
one graduation coach; one mathematics coach; one literacy
coach; one librarian; one library assistant; one school
social worker; one nurse; one work instructor; one speech
pathologist; one school financial secretary; four office
assistants; three school academic classroom paraprofessionals;
seven cafeteria child nutritional workers; eight custodians; and
eleven bus drivers. All professional educators of Center Point High
School staff are highly qualified in their areas of expertise.
"The mission of Center Point High School is to develop critical
thinking individuals who will graduate from high school prepared to
meet the demands of the 21st Century, be college and
career ready, be lifelong learners, and become socially responsible
members of society."
Similarly, Center Point High vision statement states that Center
Point is committed to advancing the academic and social lives of
its students by designing challenging educational programs and
learning experiences that contribute to student achievement. As an
assembly of learners who values community alliances, Center Point
will be a catalyst for linking parents and the community to the
school. Center Point High School's poignant covenant is
"Education is our Primary Belief". Correspondingly, our beliefs
Education is our most important responsibility.
Every student should have a safe environment that promotes
Student learning should be enhanced by stressing fluency in reading
and writing across the curriculum.
Every student must have a sense of community, self-discipline,
responsibility, and participation.
Utilization of data is imperative to making decisions regarding
continuous school improvement.
Effective communication with families and communities enhance
Collaborative teams engender a focus on student learning.
All employees are valued for their expertise.
Professional learning is an ongoing process.
Center Point High exemplifies its purpose by the implementation
of programs and learning venues that engender academic stimulation
and achievement through its academic offerings, the A+ College
Ready Program, dual enrollment and career technical opportunities.
To support the mission and school beliefs of Center Point High
School, our programs primarily focus on the understanding of
mathematics, science and English Language Arts converging with
technology interactions. Being a proponent of the Common Core State
Standards initative, our teacher learners embrace professional
learning and engage in professional learning communities to
increase their understanding of the responsibilities asssociated
with the new state standards.
Center Point High School further embodies its purpose by the
employment of the Richard DuFour model for Professional Learning
Communities (PLCs). The DuFour PLC model is a research-based,
data-driven instructional model that guides our educational process
and assists to transform our school into centers of strong
learning for our administrators, our teachers and our
students. Our teachers and administrators work
collaboratively and engage in collective inquiry so they may
consistently learn and share knowledge to create improved classroom
instruction and enhanced student achievement. This model dictates
that our PLC teams have common pacing, engage in common
assessments, and dictate that interventions are in place to effect
student success. The model demands that our teams be able to answer
three essential questions.
1. What do we want students to learn?
2. How do we know that they learned it?
3. What do we do with the students that did not learn it?
Professional learning teams have been established and each
Center Point High School teacher is a member of a team
The professional development focus centers on building capacity
among the staff, empowering teachers to engage in decision making,
discussing team schedules, and establishing and fostering a sense
of community. Standards-based pacing exists for each PLC
team. For instructional practice improvement, walkthrough plans
were developed that identify specific look-fors that focus on
student engagement, teacher engagement, higher order thinking
questioning and strategic teaching. To address what teachers
want students to learn, teams focused on outlining the curriculum
and pacing to ensure an approach to instructional cohesiveness that
meet and advance the needs of students. Team developed
formative assessments are administered to students bi-weekly and
assessment outcomes are the vehicles that drive teacher
collaboration and instructional decisions. Quarterly common
benchmark assessments are administered to students using Jefferson
County's quarterly assessments and USA Test Prep assessments.
Individual teachers of instruction access and use data to determine
the most appropriate use of classroom time.
During the 2012-13 school year, Center Point High School began
its first year of offering a 9th Grade Academy Cohort
configuration. Specifically, the configuration was
constructed to provide for structure and concentration on freshmen
academic behavior, attendance and the level of freshman success in
order to engender freshmen achievement. The core team of the
Freshman Academy consists of an assistant principal, a ninth grade
academy counselor and an assembly of devoted academic and elective
teachers. The team engages in an array of practices to meet
student needs. Thre team meet with students who lack academic and
behavior success, they provide cohesive formative and summative
assessments to progress monitor students and afford students
opportunities for programs and events that promote academic rigor
and school achievement.
With sustained unequivocal focus on ensuring academic success
through a wealth of rigorous curricula, targeted student support
and interventions, PLC collaboration, and personal teacher and
student commitment, Center Point High School is
well-positioned to accomplish the school's vision and mission of
ensuring success for all students.