At Risk Services

Contacts

Jeanne deVezin, Ed. D.                                              
At Risk Services Coordinator                                                                       
JDEVEZIN@ccisd.net                                               
281-284-0083                                                          

Connie Hughes                                                         
Homeless Education Service Specialist                        
CHUGHES@ccisd.net                                                 
281-284-0178
                                                                                                                                      
Ellen Burton
Admin. Assistant    
EBURTON@ccisd.net 
281-284-0135

Lynn Hamilton
Teen Pregnancy/Parent Facilitator
LHAMILTO@ccisd.net 
281-703-6418

Brenda Robinson
Pregnancy Related Homebound Specialist
brobinso@ccisd.net
281-284-0780

FAX: 281-284-9936

Mission Statement

The mission of the Clear Creek Independent School District At-Risk Program is to establish an engaging educational influence among At-Risk students through academic and guidance opportunities derived from a quality collaboration of school, community, and state to improve social skills, academic performance, and school attendance, ensuring all students graduate as contributing citizens ready for college and work.

At-Risk Criteria

Clear Creek ISD uses state criteria to identify At-Risk students. In order to qualify, students must meet one of the guidelines listed:

  • In pre-kindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year; 

  • In grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;

  • Was not advanced from one grade level to the next for one or more school years; 

  • Did not perform satisfactorily on an assessment instrument administered to the student under TEC Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 % of the level of satisfactory performance on that instrument; 

  • Is pregnant or is a parent; 

  • Has been placed in an alternative education program in accordance with TEC §37.006 during the preceding or current school year; 

  • Has been expelled in accordance with TEC §37.007 during the preceding or current school year; 

  • Is currently on parole, probation, deferred prosecution, or other conditional release; 

  • Was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school; 

  • Is a student of limited English proficiency as defined by TEC §29.052; 

  • Is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official; 

  • Is homeless, as defined by NCLB Title X, Part C, Section 725(2), the term “homeless children and youths”, and its subsequent amendments; or resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

  • Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

     


Assessment and intervention strategies are administered by the campus Student Success Team (SST). The SST may consist of an administrator, a counselor, the general education teacher, the dyslexia education specialist and the diagnostician. Together, these individuals problem-solve and share interventions to assist students who are having academic, social, and emotional challenges.

Students identified as At-Risk qualify for tutoring, early childhood development programs such as
Pre-Kindergarten, and other special services.

  
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