Ms. Hope Clifton

Phone: 972-708-6519


Degrees and Certifications:

Degrees: Bachelor of Arts in Business Administration and English from West Texas State University(West Texas A & M), Masters of Education in Supervision and Mid-Management from Texas Woman's University Certifications: Business Administration grades 6-12, English grades 6-12, ESL grades 1-12, Elementary Self-Contained grades 1-8, Special Education grades 1-12, Supervisor grades PreK-12, Mid-Management grades PreK-12.

Ms. Hope Clifton

I teach Resource English III & IV as well as Resource Reading I & II and am in my  eighth year at Duncanville High School.  I have 20+ years of teaching experience.  Teaching my disabled son inspired me to obtain my special education certification.  I am the mother of two sons, one grandson, and a granddaughter.  I enjoy reading, cooking, visiting with family and friends, as well as traveling.


"Life is not about waiting for the storm to pass.  It's about learning to dance in the rain." by Vivian Greene








    7:30 – 8:25

    1st  Block  R Reading I



    8:32 – 10:07     


    (5 minute announcements)

    2nd Block  English III R


    5th Block  Conference



    10:14 – 11:18

    C-Lunch 11:25 – 11:50(Tardy 11:55)


    11:55 – 12:18

    3rd Block English IV R


    6th Block English IV R



    12:27– 1:57

    4th Block  Conference


    7th Block English III R



    2:04 – 3:00

    8th Block English IV R




     Tutorials on Wednesday and Thursday from 3:00 to 4:00




  • Welcome Letter

    Dear Parent or Guardian:


    Your child is currently enrolled in English III, and I have the pleasure of being his/her teacher for the year.   I am looking forward to working with both you and your child.  If, at any time, you feel the need to contact me regarding your child’s progress, behavior, or other school related issue(s), please do not hesitate to call, email, or come during one of my two conference periods.  E-mailing has proven to be the quickest form of contact; however, if you prefer to simply call, that is great.  Please leave a voicemail if I am unable to answer the telephone.  Also, visiting during conference hours is encouraged, if needed, but I ask that you call and schedule a person to person conference prior to arriving at the school; this is done in order to avoid time conflicts with other prescheduled meetings I must attend.  


    During this school year, we will be reading several works of literature.  These works include but are not limited to: The Crucible, My Sister’s Keeper, The Absolutely True Diary of a Part-Time Indian, The Things They Carried, A Raisin in the Sun, The Great Gatsby, Their Eyes Were Watching God, Of Mice and Men, Tuesdays With Morrie, The Glass Castle, Narrative of Frederick Douglass, The Devil’s Highway, and Nickel and Dimed.  Please note, all of these will not be read.  Students will be required to purchase one book, My Sister’s Keeper, which has been bolded above for this purpose.  The books will be chosen from this list.  There will be several progress checks—discussions, quizzes, written responses—and at least one major assignment given with each of these readings.  These major assignments may include, but may not be limited to, one major writing assignment (essay or research paper), performance assessment (project), and/or a cumulative assessment.  Throughout the year, we will also be working on following: conventional grammar rules, improving spelling, broadening vocabulary, developing proper writing skills, and branching out with critical thinking.  


    There is an afternoon PSAT/SAT/ACT preparation class that is offered each week.  Details of this tutorial will be announced.  Students should listen for this information during the daily announcements.  Please realize this is NOT a requirement; however, it does provide students with a great opportunity to receive information and helpful hints in achieving higher scores on these tests.  I will provide students with THIRTY FIVE EXTRA progress checkpoints EACH time they attend this class.  These sessions are designed to help their scores on these tests but may also help their grade in English class.  Students may not be reminded of this tutorial, so it is imperative that they accept personal responsibility for attending weekly.  Additional opportunities for extra credit are listed on a sheet that each student will receive.  Students are responsible for completing these extra credit assignments correctly.  Incorrect assignments will not be graded until all requirements have been met.


    Students will be required to obtain a personal copy of My Sister’s Keeper by April 14 (B) and April 15 (A).  This is the only book they are required to obtain on their own.  At-home reading assignments may begin on this day.  If students are unable to get a copy of the book by this day, they will be required to come before or after school to read a copy in one of the junior teacher’s classrooms.  They may obtain this novel in a number of ways which include the following:  check out a copy from a library, borrow a copy from friends or family, purchase a copy from a bookstore, or purchase a copy online.  Once the students obtain their copy, they will need to bring it to class on the designated day for which they will receive credit.  They will need to continue to bring their copy each class period thereafter, until we have completed the entire unit.  


    Please remember, if you have any need or desire to contact me regarding your child, feel free.  I am here to provide the best learning experience for my students.  You will find rules and guidelines in this packet.   Please sign where designated and immediately return to school with your child.  Since this is a portion of the student’s grade, it must be returned by the THIRD class meeting in order to receive credit for this assignment.  If students return this on the SECOND class meeting, they will receive an automatic grade of 100 for this assignment, along with 20 extra points.  Returning it on the THIRD class meeting will result in an automatic grade of 100 but no extra credit points.  



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  • Duncanville High School Grading Guidelines

    Duncanville High School 2018-2019 Grading Guidelines

    Date:   August 15, 2018                                                                                            

    The purpose of the grading guidelines listed below is to ensure that grading reflects a student’s relative mastery of an assignment and that a sufficient number of grades are taken to support the grade average for grading. The grading standards listed are consistent within the following course/subject and/or department/Grade Level.


       If extra credit assignments are used, these assignments are consistent with

    the TEKS and made available to all students.


    Extra Credit will be used.


    If used, extra credit assignments are calculated in the report card grade in the following manner:


    Extra credit will be added to the Total Points of the assignment grade.


    IV. Any project required becomes the property of the student and the cost is kept

          to the minimum amount that will allow the learning objective to be met.




    V. Excluding work that is part of a special project or report, homework is used

       only for independent practice after guided practice has occurred in the



    Students who do not complete these routine homework assignments to the best of their abilities may receive a grade reduction not to exceed ten (10) percent of the grading period average. Students may not be given a failing grade due to lack of homework.




    VI.      Describe the procedures and penalties associated with accepting late work. Not taking         late work is not acceptable. An initial 50 point deduction is not acceptable.


    Late Work:

    -One day late max grade 80

    -Two days late max grade 70 (Next Class Period)

    -Three days late max grade 50


    VII.     Describe the progress monitoring procedures, interventions and grading methods to be utilized to re-teach students not demonstrating mastery within a grading period or who are failing.



    1.   Lesson Review and Reteach

    2.   Test Corrections with justification (max of 70%)

    3.   Two “Make-up Days” prior to the end of the grading period

    4.   Level Tutoring opportunities

    5.   Periodic Progress Reports prior to the end of the grading period

    VIII.    According to School Board Policy EIA (LOCAL) we allow students a reasonable opportunity to make up or redo a class assignment or examination for which the student received a failing grade. At Duncanville High School, students shall be permitted a reasonable opportunity to redo an assignment or retake a test for which the student received a failing grade. Describe how a student will be given the opportunity to redo an assignment or retake a test for which the student received a failing grade.  Please specify the following information:


    A.              English III interventions will give the student ample opportunity to increase a failing grade.



    1.   Lesson Review and Reteach

    2.   Test Corrections with justification (max of 70%)

    3.   Two “Make-up Days” prior to the end of the grading period

    4.   Level Tutoring opportunities

    5.   Periodic Progress Reports prior to the end of the grading period

    IX.   Describe any other pertinent aspects of the grading methods to be used for giving students the opportunity to improve grades that are not failing grades such as dropping a grade, revising work and retesting.


    -Two Make-Up Days

    -Drop and curve grades as necessary for borderlines grades (68,69, 78, 79, etc.)

    X.   Describe the method(s) to be used in addition to Home Access Center and progress reports to contact parents when a student receives a failing grade average during a grading period or when a grade average drops 2 grades below the prior reporting period average.


    -Parent Emails

    -Remind 101 (Messaging System)
    -Phone calls when warranted

    -Signed Progress Reports


    XI.  Determination  of  Report  Card  Grades – (Use  district  guidelines  to complete.)


    Minimum Number of Major Grades per Grading Period


    Minimum Number of Minor Grades per Grading Period


    Percent of Major Grades


    Percent of Minor Grades


    List Examples of Major Grades

    (Daily average CANNOT be counted as a major grade)



    Timed Writings


    Research Papers



    District Assessments

    Unit Assessments

    List Examples of Minor of Minor Grades

    (Daily average CANNOT be counted as a major grade)



    Cooperative Learning Activities

    Oral Testing

    Other Formative Assessments

    Daily Work




    Comments (-1)