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Community Learning Center at Pinckney details targeted persistence strategy for alternative students
Summary
Principal Dr. Kenna Wilson told the board the CLC’s improvement plan emphasizes keeping students enrolled (persistence) and tailored growth supports under the alternative-school accountability model; the school uses Edgenuity, robust PLTs and community partnerships to deliver credits and re-engage students.
Dr. Kenna Wilson, principal of the Community Learning Center at Pinckney, presented the school’s 2025–2027 improvement plan and explained the alternative accountability model the board approves annually. Under that model, CLC’s rating is driven 20% by student persistence (whether a student remains enrolled in a school for the year), 20% by achievement and 60% by growth. Wilson said persistence—keeping students enrolled in school through the year—is the school’s highest near-term priority because many alternative students arrive disengaged and at risk of dropping out.
Wilson described CLC’s approaches: intensive PLTs that include non-teaching staff (teacher assistants, counselors, behavior specialists) and combine academic, attendance and behavior data; a strong emphasis on Edgenuity for credit recovery and acceleration with data reports used to teach executive-functioning skills; frequent transition supports for students entering midyear; partnerships with local organizations and Department of Juvenile Justice; and parent and community engagement for wraparound services. Wilson said CLC’s accountability and growth measures have historically fluctuated but that the school is focused on consistency, fidelity to Moore County’s instructional frameworks and targeted interventions to reach persistence, proficiency and growth goals.
Board members asked about how growth is calculated for alternative students and Wilson and staff explained that roster verification and predictive models are used (percent of year on a roster is weighted in state calculations). Wilson said CLC’s restart/alternative flexibility and partnerships allow the school to provide more intensive supports, and she emphasized the school’s “pack your bag” approach (behavior, attendance, grades) to help students persist and move on to postsecondary opportunities.
