Henderson County Public Schools
“Where tomorrow begins”
Strategic Plan 2010 -2012
Mission Statement “Henderson County Public Schools will provide all students the opportunity to learn and the encouragement to succeed in a safe environment. We will honor the individual and nurture the potential of all children.”
Guiding Principle: The success of a child is the result of a collaborative partnership of school, child, parents, and community.
Core Values We are here for the children we serve. We value each child. We value the development of the whole child. We value a safe, supportive, and caring learning environment. We value respect, honesty, and integrity. We value the commitment of quality employees. We value effective learning through high quality instruction. We value the pursuit of excellence.
Vision Every student will achieve success and graduate as a life-long learner, globally competitive, prepared for career, college, and life.
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Henderson County Board of Public Education Goals and Objectives
Goal I: Focus on Every Child. Objective A: Create significantly higher levels of expectations for each child. Objective B: Close the performance gap for underperforming students. Objective C: Support the physical, mental, and emotional well-being of every child. Objective D: Lower class size. Goal II: Prepare Students to be Globally Competitive in the 21st Century. Objective A: Embed emerging technology into teaching and learning. Objective B: Prepare students to communicate effectively in a constantly changing global environment. Objective C: Develop financial, economic, business, and entrepreneurial literacy. Objective D: Develop an understanding of the implications of local and global civic decisions. Objective E: Develop life skills essential to success in a diverse and global society. Goal III: Provide an Effective Teaching and Learning Environment. Objective A: Provide sufficient, quality personnel. Objective B: Provide a variety of instructional and assessment methods to meet the diverse needs of our students. Objective C: Provide technology resources to support the Standard Course of Study. Objective E: Promote home and school collaboration. Goal IV: Focus On Building Positive Community Relationships. Objective A: Make the schools centers of the community. Objective B: Build positive relationships and partnerships with the community. Goal V: Maintain Safe, Quality Energy-Efficient Facilities. Objective A: Maintain all schools at a size that promotes a safe environment and that promotes learning for all students. Objective B: Continue the plan for preventive maintenance, future construction, and renovation; incorporating innovative technology.
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EDUCATION ACRONYMS ABCs ADM AIG AMTR AP AYP BTs C/I CTE ELA EOC EOG ESEA ESL HCPS IDEA IEP LEA LEP NC WISE NBPTS NCDPI NCLB NCCLAS NSSE PEP SCS SIOP SIP SIT SWD TWCS USDDC WRESA
Accountability with an emphasis on high educational standards; teaching the Basics; and maximum local Control Average Daily Membership Academically or Intellectually Gifted Annual Media and Technology Report Advanced Placement Adequate Yearly Progress Beginning Teachers (formerly called initially licensed teachers) Curriculum and Instruction Career-Technical Education English Language Arts End-of-Course End-of-Grade Elementary and Secondary Education Act English as a Second Language Henderson County Public Schools Individuals with Disabilities Education Act Individualized Education Program Local Education Agency Limited English Proficient North Carolina Window of Information on Student Education (formerly known as SIMS) National Board Professional Teacher Standards North Carolina Department of Instruction No Child Left Behind North Carolina Checklist of Academic Standards National Study of School Evaluation Personalized Education Plan Standard Course of Study Sheltered Instruction Observation Protocol School Improvement Plan School Improvement Team Students With Disabilities Teacher Working Conditions Survey Uniform System of Discipline Data Collection Western Region Education Service Alliance
Mission Statement “Henderson County Public Schools will provide all students the opportunity to learn and the encouragement to succeed in a safe environment. We will honor the individual and nurture the potential of all children.” 4
Goal I: Focus on Every Child. Objective A: Create significantly higher levels of expectations for each child. Measurable Outcomes: All schools will be “Schools of Distinction” making expected or high growth. At least 6 schools will be “Schools of Excellence” making expected or high growth. All schools and the district will meet all AYP goals. The annual dropout rate will decrease by 5 students per year. Strategies
Resources Required
Implementation Date
1.
Embed the Learning-Focused framework for continuous improvement in all schools with an emphasis on differentiation.
Instructional coaches; professional development funds; certified staff.
Fall 2010
2.
Support the practice of professional learning communities within all schools and among schools.
Fall 2010
3.
Inform parents of grade level expectations and assessment results in all content areas and courses in a variety of ways including, but not limited to: district, school and teacher web pages; parent workshops; and print materials.
Principals; instructional coaches; certified staff; C/I staff; professional development funds; collaborative work time; ‘Units of Learning’ database. Web pages; resources for print materials; parent workshop facilitators; funding sources; instructional technology staff.
Fall 2010
Person(s) Responsible
Means of Evaluation
Assistant Superintendent of Curriculum & Instruction; principals; C/I staff; certified staff. Assistant Superintendent of Curriculum & Instruction; principals; C/I staff; certified staff.
Samples of lesson or unit plans that include a differentiation component.
Assistant Superintendent; principals; C/I staff; certified staff.
Web pages reflecting current information and various print materials.
Samples of district and school site professional learning plans.
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Goal I: Focus on Every Child. Objective B: Close the performance gap for underperforming students. Measurable Outcomes: The number of non-proficient students in each subgroup will decrease by 10% each year. The number of AIG identified students meeting high or expected growth will increase by 10% each year. All schools and the district will meet all AYP goals. Strategies
Resources Required
1.
Implement “catching kids up” strategies including, but not limited to: use of previewing, scaffolding, and acceleration; improvement and sharing of content maps within all schools and among schools.
2.
Provide targeted reading instruction for underperforming students.
3.
Develop school-level master schedules which increase opportunities for intervention/enrichment and co-teaching. Incorporate SIOP at all schools in which LEP students have not met district, state and/or federal academic achievement benchmarks.
Instructional coaches; professional development funds; ‘Units of Learning’ database; collaborative work time; tutoring; Reading Recovery program and staff; READ 180 program and facilitator. Tutoring; Reading Recovery program and staff; READ 180 program; facilitator; targeted, research-based reading interventions. Collaborative planning time; adequate staffing. Professional development funds; SIOP facilitators; assessment data.
4.
Implementation Date
Person(s) Responsible
Means of Evaluation
Fall 2010
Principals; C/I staff; certified staff.
Samples of school-level master schedules; samples of lesson and unit plans.
Fall 2010
Principals; C/I staff; certified staff.
Student reading achievement data.
Fall 2010
Principals; senior staff.
Samples of school-level master schedules; samples of lesson plans.
Fall 2010
Principals; ESL Director.
Samples of lesson and unit plans that include SIOP strategies; number of trained school teams.
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Goal I: Focus on Every Child. Objective C: Support the physical, mental, and emotional well-being of every child. Measurable Outcomes: The annual dropout rate will decrease by 5 students per year. The number of attendance violators will decrease by at least 3% annually. Strategies
Resources Required
Implementation Date
Person(s) Responsible
Means of Evaluation
1.
Develop and implement a mentoring program at all middle and high schools.
Counselors; C/I Partners; grant funds.
Fall 2010
Assistant Superintendent; principals.
Development of program.
2.
Begin school year with at least PEP/Tier 2 level supports for students who were retained or did not meet promotion standards the prior year. Expand not only the number of school-based health centers, but also the scope of services provided.
Tier chairs/teams; student intervention funds.
August 2010
Principals; teachers; tier chair.
NC Wise documentation of PEP/Tier implementation.
Partnerships; facilities.
Fall 2010
Senior staff.
Number of health centers and increase in services.
3.
Goal I: Focus on Every Child. Objective D: Lower class size. Measurable Outcomes: The System-wide class size average for each grade level (based on 20-Day ADM) will be at or below the Board goal. Strategies 1.
2.
Maintain system-wide class size average at: 19 in Kindergarten and grade 1 21 in grades 2 and 3 23 in grades 4 and 5 25 in grades 6-8. Maintain a system-wide average class size of 26 in grade 9 and 28 in grades 10-12 for the core academic areas.
Resources Required
Implementation Date
Person(s) Responsible
Means of Evaluation
Federal, state, and local funding.
Fall 2010
Senior staff; Senior Director of Human Resources.
Maintain or reduce system wide class size average according to the plan.
Federal, state, and local funding.
Fall 2010
Senior staff; Senior Director of Human Resources.
Maintain or reduce system wide class size average according to the plan.
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Goal II: Prepare Students to be Globally Competitive in the 21st Century. Objective A: Embed emerging technology into teaching and learning. Measurable Outcomes: 80% of teachers will be proficient in the NC Professional Teaching Standard IV. d.; Teachers integrate and utilize technology in their instruction. Strategies 1.
2.
Provide professional development and instructional technology support for emerging technology use by students and teachers in the classroom. Utilize NC Virtual Public school and other online options to increase student access to various courses.
Resources Required Instructional technology staff; instructional coaches; HCPS technology. Instructional technology staff; school administrators; teachers; C/I staff.
Implementation Date Fall 2010
Fall 2010
Person(s) Responsible Senior Director of Technology; principals; C/I staff. Senior Director of Technology; Assistant Superintendent of Curriculum & Instruction.
Means of Evaluation Data submitted identifying percentage of teacher ratings proficient or above on Standard IV.d.; review of school and teacher websites. Number of students enrolled.
Goal II: Prepare Students to be Globally Competitive in the 21st Century. Objective B: Prepare students to communicate effectively in a constantly changing global environment. Measurable Outcomes: 95% of students entering the 9th grade will have passed the computers skills proficiency standards. 85% of 10th grade students will demonstrate proficiency on the state writing assessment. Strategies 1.
Continue and increase professional development for teachers on content management systems such as Moodle, Wikis, Blogs, Podcasting, Video-conferencing, etc.
2.
Increase the utilization of educational on-line tools by K-12 students and teachers.
Resources Required Trainers; webmaster; labs; software; professional development funds. Trainers; webmaster; labs; software; professional development funds.
Implementation Date
Person(s) Responsible
Means of Evaluation
Fall 2010
Senior Director of Technology; Assistant Superintendent; principals.
Professional development courses offered; percentage of teachers participating.
Fall 2010
Senior Director of Technology; Assistant Superintendent; principals.
Technology survey data.
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Goal II: Prepare Students to be Globally Competitive in the 21st Century. Objective C: Develop financial, economic, business, and entrepreneurial literacy. Measurable Outcomes: Every high school will offer a personal finance course through the Career-Technical Education Program. The number of programs and activities that promote economic literacy will increase by 10%.
1.
2.
3.
Strategies
Resources Required
Implementation Date
Person(s) Responsible
Means of Evaluation
Provide professional development to support the integration of business and entrepreneurial literacy into CTE courses. Increase the number of students involved in internships.
Professional development funds; local business support. Local business support.
Fall 2010
CTE Director; teachers.
Number of professional development opportunities.
Fall 2010
Increase the number of internships.
Expand school programs and activities including, but not limited to, Junior Achievement, “School of Hard Knocks”, job shadowing, Career Days, etc. that increase student understanding of financial, economic, business, and entrepreneurial literacy.
Local business support.
Fall 2010
CTE Director; industry education coordinator. Principals; teachers; counselors; career center facilitators.
Number of school programs and activities offered.
Goal II: Prepare Students to be Globally Competitive in the 21st Century. Objective D: Develop an understanding of the implications of local and global civic decisions. Measurable Outcomes: 85% of students will demonstrate proficiency on the Civics and Economics End of Course exam. Strategies 1. 2.
Incorporate regular discussion of current events into K-12 Social Studies classrooms. Continue and increase student involvement in programs that develop civic awareness including, but not limited to, Young Leaders, mock trial, student government, service learning, Quiz Bowl, Kids Voting, etc.
Resources Required Print and on-line media sources. Funding sources; sponsors.
Implementation Date Fall 2010 Fall 2010
Person(s) Responsible Administrators; teachers. Administrators; teachers.
Means of Evaluation Results of teacher survey. Student participation in programs.
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Goal II: Prepare Students to be Globally Competitive in the 21st Century. Objective E: Develop life skills essential to success in a diverse and global society. Measurable Outcomes: All high schools will offer multiple courses that integrate 21st Century life and career skills. All schools will document the types of partnerships and opportunities for communication exchanges locally and globally that occur during the 2010-2011 school year. Strategies
Resources Required
Implementation Date
1.
Provide new CTE courses that integrate 21st Century life and career skills.
Course materials; equipment; space.
Fall 2010
2.
Explore partnerships and opportunities for communication exchanges through technology with local and global businesses, civic associations, and other students.
Study committee with members to include instructional technology staff, school administrators, teachers, C/I staff.
Fall 2010
Person(s) Responsible Principals; directors; counselors; teachers; technology department. Senior Director of Technology; Assistant Superintendent of Curriculum & Instruction.
Means of Evaluation Course offerings; course enrollment.
Meeting agendas and notes.
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Goal III: Provide an Effective Teaching and Learning Environment. Objective A: Provide sufficient, quality personnel. Measurable Outcomes: 100% of teachers will be highly qualified. The number of NBPTS certified teachers and teachers holding advanced degrees will increase. The annual teacher turnover rate will decrease by 2 teachers annually (excluding retirements and other areas beyond the control of HCPS). The diversity of the teaching population will reflect the diversity of the student population. Strategies 1.
Provide professional development activities for BTs; provide support according to the guidelines in the HCPS Beginning Teacher Support Plan.
2.
Provide professional development for Mentors and Instructional Coaches to optimize support for the BTs.
3.
Provide professional development at each school in area(s) by needs assessments and school data.
Resources Required Professional development funds; Title II funds; instructional coaches; Beginning Teacher Support Plan. Professional development funds; Title II funds; instructional coaches; Beginning Teacher Support Plan. School leadership personnel; needs assessment.
Implementation Date Fall 2010
Fall 2010
Fall 2010
Person(s) Responsible Assistant Superintendent of Curriculum & Instruction; Senior Director of Human Resources. Assistant Superintendent of Curriculum & Instruction; Senior Director of Human Resources. School leadership personnel.
Means of Evaluation Teacher turnover rate; TWCS.
Teacher turnover rate; TWCS.
TWCS.
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Goal III: Provide a n Effective Teaching and Learning Environment. Objective B: Provide a variety of instructional and assessment methods to meet the diverse needs of our students. Measurable Outcomes: All schools will be “Schools of Distinction” making expected or high growth. At least 6 schools will be “Schools of Excellence” meeting expected or high growth. All schools and the district will meet all AYP goals. The annual dropout rate will decrease by 5 students per year. Strategies 1.
Develop a district plan for formative assessment including professional learning, appropriate 21st century technology and the NC FALCON project.
2.
Revise and realign benchmark assessments with curriculum calendars and new NC Essential Standards.
3.
Align research-based instructional interventions to data from formative and benchmark assessments.
Resources Required Professional development funds; C/I staff; instructional coaches; school administrators; technology staff; software; print materials. NCDPI Essential Standards; C/I staff; instructional coaches; certified staff; professional development funds. Assessment data; instructional coaches; certified staff.
Implementation Date
Person(s) Responsible
Means of Evaluation
October 2010
Assistant Superintendent; C/I staff; Senior Director of Technology.
Development of plan.
January 2011
Assistant Superintendent; C/I staff; school administrators; certified staff; instructional coaches. Principals; instructional coaches; certified staff.
Updated summative assessments; updated curriculum calendars.
Fall 2010
Agendas from data analysis sessions; instructional intervention plans.
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Goal III: Provide an Effective Teaching and Learning Environment. Objective C: Provide technology resources to support the Standard Course of Study. Measurable Outcomes: The HCPS Technology Replacement Plan will be funded and implemented. The number of technicians will increase from 7 to 10. The total number of hours of technology-related staff development will increase by 10%. Strategies 1.
In the absence of state and local funding, encourage school participation in funding and the implementation of the technology plan.
2.
Seek alternate funding sources including, but not limited to, grants, partnerships and outside contracts to provide consistent and reliable technical support.
Resources Required Technology staff; HCPS Technology replacement plan; Technology plan; state and local funds. Local funding; Technology plan.
Implementation Date
Person(s) Responsible
Means of Evaluation
Fall 2011
Senior Director of Technology.
Installation record; AMTR.
Fall 2011
Superintendent; senior staff.
AMTR.
Goal III: Provide an Effective Teaching and Learning Environment. Objective D: Promote home and school collaboration. Measurable Outcomes: NSSE parent opinion survey will show a positive increase in the area of parent communications. Strategies 1.
Provide professional development for personnel in the area of sustained and effective communication techniques.
Resources Required Professional development and /or school funds for training; HCPS facilitators; translators; web based translation applications, when applicable.
Implementation Date Fall 2010
Person(s) Responsible Principals; instructional coaches.
Means of Evaluation Logs & certificates of completion; survey results.
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Goal IV: Focus on Building Positive Community Relationships. Objective A: Make the schools centers of the community. Measurable Outcome:
The community’s use of school facilities will increase by 2% annually.
Strategies 1.
Increase awareness of school sponsored activities as well as community activities which occur at the school.
Resources Required Email; newsletters; AlertNow; radio; newspaper.
Implementation Date Fall 2010
Person(s) Responsible Principal; SIT.
Means of Evaluation Increase in attendance of school-sponsored activities (i.e. increase in number and times when school libraries are accessible during “nonstudent” days); increase in facility use.
Goal IV: Focus on Building Positive Community Relationships. Objective B: Build positive relationships and partnerships with the community. Measurable Outcomes: The NSSE parent survey will show a positive response in the area of school satisfaction. Strategies 1.
Conduct a “Vision Henderson County Public Schools” day or evening for community leaders and parents in order to “champion” the school system.
Resources Required Develop list of target audience and program planning.
Implementation Date Fall 2010
Person(s) Responsible Senior staff.
Means of Evaluation Documentation of date and location of event as well as a list of participants; Survey Results.
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Goal V: Maintain Safe, Quality Energy-Efficient Facilities. Objective A: Maintain all schools at a size that promotes a safe environment and that promotes learning for all students. Measurable Outcomes: The number of students at each school will not exceed the following levels: Elementary = 600; Middle = 800; High = 1000. All schools will have a student membership not to exceed the Henderson County Public Schools Capacity Standards. Strategies
Resources Required
Implementation Date
Person(s) Responsible
Means of Evaluation
1.
Adhere to reassignment procedures so schools will not exceed the space available at each grade level.
Reassignment procedures/materials provided to schools.
August 2011
Assistant Superintendent; principals.
Number of applications which are approved and denied.
2.
Refine and update the 5-year facilities plan and the HCPS capacity report annually to determine future needs.
Student membership data; information from Henderson County planning department.
December 2011
Director of Facilities.
Production of plan and report.
Goal V: Maintain Safe, Quality Energy-Efficient Facilities. Objective B: Continue the plan for preventative maintenance, future construction and renovation and incorporating innovative technology. Measurable Outcomes: Energy usage will decrease by 1% each year. The number of ceiling-mounted projectors and SmartBoards will be increased by ten percent each year. Strategies 1.
2.
Reduce energy consumption by planning for energy-efficient equipment replacement and renovation. Install ceiling-mounted projectors and SmartBoards in computer labs/media centers/classrooms where the greatest number of students will be impacted
Resources Required
Implementation Date
Local funds.
August 2010
Technology staff; maintenance staff; C/I staff; state and local funds.
Fall 2010
Person(s) Responsible Director of Facilities; Energy manager supervisor. Senior Director of Technology; Director of Facilities.
Means of Evaluation 1% per year decrease in energy.
Installation records; purchase orders; AMTR; HCPS Survey Tool.
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Data Sources I. School and Community Profile A. About 1. 2. 3. 4. 5. 6. 7. 8. 9.
Students District Size Average Class Size Ethnicity Makeup of the Population of the Community Economically Disadvantaged Language Proficiency Mobility School Attendance Retention Rates
B. About 1. 2. 3. 4. 5. 6. 7.
Staff Classroom Teachers Fully Licensed Teachers Percentage of Classes Taught by Highly Qualified Teachers Teachers with Advanced degrees National Board Certified Teachers Years of Teaching Experience Teacher Turnover Rate
C. About the District 1. District Safety 2. Student Out-of-School Suspensions and Expulsions II.
Perception Data A. Most Favorable Results 1. Teachers 2. Students 3. Parents B. Least 1. 2. 3.
III.
Favorable Results Teachers Students Parents
School Process Data A. Access to Print Material 1. Number of Books per Student 2. Average Age of Media Center/Library Collection B. Access to Technology 1. Number of Students per Instructional Computer 2. Number of Students per Internet-Connected Computers 3. Percentage of Classrooms Connected to the Internet Page 16 10/27/2011
IV.
Results for Student Learning A. Overall Student Performance 1. End-of-Grade 2. End-of-Course B. Student Performance Data by Student Groups 1. End-of-Grade 2. End-of-Course C. Writing Scores D. SAT Scores E. District Performance
Page 17 10/27/2011
I. School and Community Profile
Demographic data describe the students, the district staff, and the surrounding community. This information delineates the context in which the district operates and is crucial for understanding all data. By disaggregating information by demographics, we can understand what impact the district is having on different groups of students.
About Students 1. District Size
The average number of students in HCPS schools, and the average number of students in schools with similar grade ranges in the state. (Source: State School Report Card) Elementary District State
2006-07 518 510
2007-08 523 513
2008-09 493 511
2009-10 488 497
2010-2011 476 497
Middle District State
2006-07 714 666
2007-08 722 662
2008-09 734 652
2009-10 752 657
2010-2011 780 655
High District State
2006-07 899 989
2007-08 900 854
2008-09 898 826
2009-10 724 792
2010-2011 751 794
2. Average Class Size
The average number of students enrolled in “typical” K-8 classrooms. (Source: State School Report Card)
2006-07 Kindergarten
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
District
18
19
19
19
21
22
21
21
20
State
19
19
19
19
20
21
21
21
20
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
2007-08 Kindergarten District
19
19
18
19
22
23
23
20
22
State
19
19
19
19
21
21
21
21
20
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
2008-09 Kindergarten District
19
19
18
19
22
23
23
20
22
State
19
19
19
19
21
21
21
21
20
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
2009-10 Kindergarten District
19
19
19
20
23
23
24
24
22
State
19
20
19
20
21
21
22
21
21
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
2010-11 Kindergarten District
19
18
20
19
21
22
24
25
23
State
20
19
20
20
21
21
22
22
21
Page 18 10/27/2011
Class size in high school tested courses
The average number of students enrolled in the courses below at
the time of testing. (Source: State School Report Card)
English I
Algebra I
Algebra II
Geometry
Biology
Chemistry
Physical Science
Physics
Civics & Economics
US History
District
15
20
19
16
17
---
---
---
18
16
State
16
18
17
17
15
---
---
---
16
15
English I
Algebra I
Algebra II
Geometry
Biology
Chemistry
Physical Science
Physics
Civics & Economics
US History
District
19
21
20
19
17
19
18
9
18
19
State
17
19
19
19
17
18
17
14
18
18
Algebra I
Algebra II
Geometry
Biology
Chemistry
Physical Science
Physics
Civics & Economics
US History
2006-07
2007-08
2008-09 English I District
19
21
24
21
18
17
19
14
19
17
State
18
19
19
19
17
17
17
14
18
17
Algebra I
Algebra II
Geometry
Biology
Chemistry
Physical Science
Physics
Civics & Economics
US History
2009-10 English I District
17
21
22
22
17
---
17
---
19
18
State
18
20
20
20
18
---
18
---
18
18
Algebra I
Algebra II
Geometry
Biology
Chemistry
Physical Science
Physics
Civics & Economics
US History
2010-11 English I District
19
21
20
---
18
---
16
---
19
18
State
18
20
20
---
18
---
18
---
19
18
*Chemistry and Physics tests were eliminated from the ABCs effective 2009-2010. **Geometry tests were eliminated from the ABCs effective 2010-11.
3. Ethnicity The percent of students enrolled in our district by gender and ethnicity (20 day SIMS /NCWISE report)
2006-07
2007-08
2008-09
2009-10
2010-11
Male
51
51
51
51
51
Female
49
49
49
49
49
American Indian
.35
.32
.35
.38
.33
Asian
1.32
1.3
1.37
1.41
1.59
13.99
14.75
15.75
16.35
16.2
Black
3.99
3.83
3.86
3.71
3.71
Multiracial
3.91
4.5
4.72
5.13
4.94
23.55
24.7
26.05
26.99
26.78
Hispanic
Total Minority
Page 19 10/27/2011
4. Makeup of the population of the community
The following is a breakdown of population in Henderson County (2010 Census). The only updated data that are currently available are estimated data.
Characteristics
Number
Percent
US %
Total Population
106,740
100
100%
Male
51,560
48.3
49.2
Female
55,180
51.7
50.8
White
94,914
88.9
72.4
Black
3,224
3.0
12.6
449
0.4
0.9
Asian
1,022
1.0
4.8
Some other race
5,112
4.8
6.4
Multi race
2,019
1.9
2.9
10,424
9.8
16.3
Average household size
2.32
---
2.58
Average family size
2.82
---
3.14
Median Age (years)
47.3
---
38.5
6,013
5.6
6.5
18 years and over
84,781
79.4
76.0
65 years and over
23,865
22.4
13.0
----
3.7
6.1
9 to 12 grade, no diploma
----
6.9
8.3
High school graduate
---
29.2
29.5
Some college, no degree
---
22.7
20.5
Associate degree
---
7.2
6.5
Baccalaureate degree
---
15.6
16.1
Graduate or professional degree
---
8.5
9.0
Am. Indian or Alaska Native
Hispanic or Latino (of any race)
Under 5 years
Level of Education Less than 9th grade th
th
5. Economically Disadvantaged
The percent of students enrolled in our district who qualify for free or reduced meal prices during the month that Henderson County Public Schools qualifies for Title I funding 2006-07
2007-08
2008-09
2009-10
2010-11
District
44.12
46
48.38
51.95
54.13
State
48.46
48.39
49.87
53.68
n/a
Page 20 10/27/2011
6. Language Proficiency
The percent of students enrolled in our district who qualify as limited English proficient. (Source: HCPS LEP data base) 2006-07
2007-08
2008-09
2009-10
2010-11
9.85
10
11
10.8
10.1
6.7
9.8
10.1
10.6
10.8
District State
7. Mobility
The percent of students who joined and left our district since the first day of school. Mobility rate is the number of pupils joining the school and leaving the school divided by the total enrollment at the beginning of the school year. (Source: principals’ 9th month report) 2006-07
2007-08
2008-09
2009-10
2010-11
21.0
19
17
16.7
16.5
District
8. School Attendance
The average percentage of students who attend school daily (Source: State School Report Card)
District State
K-5: 96 K-5: 95
2006-07* K-5: 96 K-5: 95
6-8: 96 6-8: 95
K-5: 96 K-5: 95
2007-08 6-8: 9-12: 96 95 6-8: 9-12: 95 95
K-5: 96 K-5: 95
2008-2009 6-8: 9-12: 96 96 6-8: 9-12: 95 96
K-5: 96 K-5: 95
2009-10 6-8: 9-12: 96 96 6-8: 9-12: 95 95
K-5: 96 K-5: 95
2010-11 6-8: 9-12: 96 96 6-8: 9-12: 95 95
*In 2006-07 the reporting format changed on the State School Report Card.
Page 21 10/27/2011
9. Retention Rates
The percent of students enrolled in our district that did not meet promotion standards at specific grade levels. (Source: HCPS SIMS & NCWISE )
2006-07
District
2007-08
District
2008-09
District
2009-10
District
2010-11
District
Kinder
3.9
Kinder
3.1
Kinder
3.1
Kinder
2.6
Kinder
2.1
Grade 1
5.3
Grade 1
4.2
Grade 1
1.9
Grade 1
3.4
Grade 1
2.3
Grade 2
3.1
Grade 2
2.8
Grade 2
2.7
Grade 2
1.6
Grade 2
1.5
Grade 3
2.5
Grade 3
2.0
Grade 3
1.6
Grade 3
1.7
Grade 3
1.8
Grade 4
1.4
Grade 4
1.1
Grade 4
0.9
Grade 4
1.1
Grade 4
0.5
Grade 5
0.9
Grade 5
0.2
Grade 5
0.3
Grade 5
0.4
Grade 5
0.2
Grade 6
0.1
Grade 6
1.8
Grade 6
0.2
Grade 6
0.5
Grade 6
0.6
Grade 7
0.1
Grade 7
2.0
Grade 7
0.5
Grade 7
0.3
Grade 7
0.7
Grade 8
0.6
Grade 8
1.0
Grade 8
0.4
Grade 8
0.4
Grade 8
0.8
Grade 9
12.5
Grade 9
9.4
Grade 9
9.2
Grade 9
6.2
Grade 9
5.2
Grade 10
5.6
Grade 10
6.4
Grade 10
4.0
Grade 10
4.3
Grade 10
5.5
Grade 11
5.1
Grade 11
4.7
Grade 11
3.2
Grade 11
2.6
Grade 11
4.6
Grade 12
1.4
Grade 12
2.3
Grade 12
1.5
Grade 12
1.2
Grade 12
1.4
Page 22 10/27/2011
B. About Staff 1. Classroom Teachers
The average number of teachers in schools with similar grade ranges in our district and at the state level. (Source: State School Report Cards) Elementary
2006-07
2007-08
2008-09
2009-10
2010-11
District
35
36
34
34
34
State
37
37
37
36
34
Middle
2006-07
2007-08
2008-09
2009-10
2010-11
District
49
50
50
48
50
State
46
47
46
45
43
High
2006-07
2007-08
2008-09
2009-10
2010-11
District
64
65
64
52
52
State
63
61
59
54
52
2. Fully Licensed Teachers
The percentage of classroom teachers with clear initial or clear continuing licenses (Source: State School Report Cards) Elementary
2006-07
2007-08
2008-09
2009-10
2010-11
100
99
99
99
100
97
97
98
98
99
Middle
2006-07
2007-08
2008-09
2009-10
2010-11
District
94
94
92
92
98
State
91
91
92
94
96
High
2006-07
2007-08
2008-09
2009-10
2010-11
District
95
95
94
94
94
State
89
89
90
92
94
District State
3. Percentage of Classes Taught by Highly Qualified Teachers The percentage of classes in our district taught by "highly qualified" teachers as defined by federal law (Source: State School Report Cards) Elementary
2006-07
2007-08
2008-09
2009-10
2010-11
100
100
100
100
100
99
100
100
100
100
Middle
2006-07
2007-08
2008-09
2009-10
2010-11
District
99
100
100
97
99
State
96
97
98
97
98
High
2006-07
2007-08
2008-09
2009-10
2010-11
District
99
99
99
99
100
State
96
96
97
96
97
District State
Page 23 10/27/2011
4. Teachers with Advanced Degrees
The percentage of teachers who have completed an advanced college degree, including a master's or doctoral degree (Source: State School Report Cards) Elementary
2006-07
2007-08
2008-09
2009-10
2010-11
District
29
29
31
33
34
State
26
27
27
28
29
Middle
2006-07
2007-08
2008-09
2009-10
2010-11
District
27
29
28
27
27
State
24
24
25
26
27
High
2006-07
2007-08
2008-09
2009-10
2010-11
District
34
33
32
32
31
State
25
25
25
26
26
5. National Board Certified Teachers
The average number of school staff, including teachers, administrators, and guidance counselors, who have received National Board Certification in schools with the following grade range combinations. (Source: State School Report Cards) Elementary
2006-07
2007-08
2008-09
2009-10
2010-11
District
5
6
7
7
8
State
4
5
5
5
6
Middle
2006-07
2007-08
2008-09
2009-10
2010-11
District
9
9
9
11
13
State
5
5
5
6
6
High
2006-07
2007-08
2008-09
2009-10
2010-11
12
15
16
14
16
8
8
8
9
9
District State
6. Years of Teaching Experience
The percentage of teachers who have taught for 0 - 3 years, 4 - 10 years or over 10 years (Source: State School Report Cards)
Elementary District State
Middle District State
High District State
0-3 yrs 23 24
2006-07 4-10 yrs 24 29
10+ yrs 53 48
0-3 yrs 21 24
2007-08 4-10 yrs 29 29
10+ yrs 50 47
0-3 yrs 20 23
2008-09 4-10 10+ yrs yrs 27 54 30 47
0-3 yrs 17 20
2009-10 4-10 10+ yrs yrs 28 55 32 48
0-3 yrs 13 18
2010-11 4-10 10+ yrs yrs 31 56 33 49
0-3 yrs 23 24
2006-07 4-10 yrs 33 30
10+ yrs 44 46
0-3 yrs 16 24
2007-08 4-10 yrs 36 30
10+ yrs 49 46
0-3 yrs 16 23
2008-09 4-10 10+ yrs yrs 36 48 31 47
0-3 yrs 12 20
2009-10 4-10 10+ yrs yrs 37 51 32 48
0-3 yrs 12 20
2010-11 4-10 10+ yrs yrs 33 56 32 49
0-3 yrs 11 22
2006-07 4-10 yrs 25 25
10+ yrs 63 53
0-3 yrs 11 23
2007-08 4-10 yrs 26 26
10+ yrs 64 52
0-3 yrs 11 21
2008-09 4-10 10+ yrs yrs 27 62 27 52
0-3 yrs 14 19
2009-10 4-10 10+ yrs yrs 28 58 28 54
0-3 yrs 14 18
2010-11 4-10 10+ yrs yrs 30 57 28 54
Page 24 10/27/2011
7. Teacher Turnover Rate
The percentage of teachers who left HCPS from the start of the year to the beginning of the next. (Source: State School Report Cards) Elementary
2006-07
2007-08
District
16
13
State
15
12
Middle
2006-07
2007-08
District
20
15
State
18
High
2006-07
2008-09
2009-10
2010-11
9
8
10
12
11
10
2008-09
2009-10
2010-11
11
9
6
15
14
12
13
2007-08
2008-09
2009-10
2010-11
District
10
8
13
10
13
State
18
14
14
13
13
C.
About the District
1.
District Safety Data
The number of acts of crime or violence per 100 students, which include all acts occurring in school, at a bus stop, on a school bus, on school grounds, or during off-campus, school-sponsored activities. (Source: State School Report Cards)
Elementary
2006-07
2007-08
2008-09
2009-10
2010-11
District
0
1
0
0
0.05
State
1
1
1
0
0.26
Middle
2006-07
2007-08
2008-09
2009-10
2010-11
District
1
1
0
0
0.38
State
1
1
1
1
1.02
High
2006-07
2007-08
2008-09
2009-10
2010-11
District
1
1
0
0
0.64
State
1
1
1
2
1.52
Page 25 10/27/2011
2. Student Out-of-School Suspensions & Expulsions
The average number of short-term (10 days or less) and long-term (more than 10 days) out-of-school suspensions and expulsions per 100 students (Source: State School Report Cards) 2006-07
Elementary
District
High District STS LTS Ex
2008-09
2009-10
2010-11
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
2
0
0
2
0
0
2
0
0
2
0
0
2
0
0
District
Middle
2007-08
2006-07
2007-08
2008-09
2009-10
2010-11
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
6
0
0
8
0
0
9
0
0
11
0
0
11
0
0
2007-08
2006-07
2008-09
2009-10
2010-11
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
STS
LTS
Ex
6
0
0
11
0
0
12
0
0
10
0
0
8
.05
0
= Short-term suspensions (10 days or less) = Long-term suspensions (more than 10 days) = Expulsions
Page 26 10/27/2011
II. Perception Data from Stakeholders
Perception data are gathered through questionnaires, interviews, and observations and help us understand what students, parents, teachers and the community think about our learning environment. The following perception data results were gathered from National Study of School Evaluation (NSSE) Opinion Surveys that were administered in the spring of 2006 and in the spring of 2008. All certified staff participated in the Teacher Opinion Surveys and randomly selected parents and students participated in the respective parent or student opinion surveys. The NSSE surveys will be administered again in the spring of 2010.
A. Most Favorable Results
The following areas were reported as the most favorable on the survey from the indicated stakeholders.
1. Teachers (all certified teaching staff) - 2006 Teachers 1
The curriculum at our school is based on clearly defined learning standards.
2
The education offered to students at our school is of high quality.
3
Students who are struggling receive additional support.
4
Teachers are willing to give students individual help outside of class time.
5
Teachers use a variety of teaching strategies and learning activities to help students learn.
Teachers (all certified teaching staff) - 2008 Teachers 1
The curriculum at our school is based on clearly defined learning standards.
2
Teachers use a variety of teaching strategies and learning activities to help students learn.
3
Teachers provide instructional activities that involve students in their learning.
4
Teachers are willing to give students individual help outside of class time.
5
Students who are struggling receive additional support.
Teachers (all certified teaching staff) - 2010 Teachers 1
Teachers use a variety of teaching strategies and learning activities to help students learn.
2
The curriculum at our school is based on clearly defined learning standards.
3
Students who are struggling receive additional support.
4
Teachers provide instructional activities that involve students in their learning.
5
Our school is committed to continuous improvement focused on improving student learning.
Page 27 10/27/2011
2. Students (randomly selected students in grades 6-12) - 2006 Students 1
In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
2
I have an opportunity to participate in the activities that interest me (e.g., clubs, sports, music).
3
Cheating is strongly discouraged at our school.
4
Teachers are willing to give me individual help outside of class time.
5
Students are provided with opportunities to learn important knowledge and skills in each subject.
Students (randomly selected students grades 6-12) - 2008 Students 1
I have an opportunity to participate in the activities that interest me (e.g., clubs, sports, music).
2
In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
3
Cheating is strongly discouraged at our school.
4
Teachers are willing to give me individual help outside of class time.
5
Students are provided with opportunities to learn important knowledge and skills in each subject.
Students (randomly selected students grades 6-12) - 2010 Students 1
In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
2
Cheating is strongly discouraged at our school.
3
I have an opportunity to participate in the activities that interest me (e.g., clubs, sports, music).
4
Teachers hold high expectations for student learning.
5
My teachers challenge me to do my best work.
3. Parents (randomly selected parents of K-12 students) - 2006 Parents 1
Our school and grounds are clean and well maintained.
2
Our school is doing a good job teaching language arts (reading, writing, speaking and listening).
3
The education offered to students at our school is of high quality.
4
Our school provides textbooks and supplies that are current and in good condition.
5
In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
Page 28 10/27/2011
Parents (randomly selected parents of K-12 students) - 2008 Parents 1 2
Cheating is strongly discouraged at our school. In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
3
Our school and grounds are clean and well maintained.
4
The education offered to students at our school is of high quality.
5
Our school is doing a good job teaching language arts (reading, writing, speaking and listening).
Parents (randomly selected parents of K-12 students) - 2010 Parents 1
Cheating is strongly discouraged at our school.
2
Our school and grounds are clean and well maintained.
3
In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.
4
School rules are clearly communicated to parents.
5
Parents feel welcome at our school.
B. Least Favorable Results The following areas were reported as the least favorable on the survey from the indicated stakeholders.
1. Teachers (all certified teaching staff) - 2006 Teachers 1
There are no problems with bullies at our school.
2
Our school is doing a good job teaching foreign languages.
3
Class sizes at our school are appropriate for effective learning.
4
Students are respectful of school and community property.
5
Substance abuse (e.g., drug/alcohol) is not a problem at our school.
Teachers (all certified teaching staff) - 2008 Teachers 1
There are no problems with bullies at our school.
2
Our school is doing a good job teaching foreign languages.
3
Class sizes at our school are appropriate for effective learning.
4
Students are respectful of school and community property.
5
School discipline is appropriately maintained at our school.
Teachers (all certified teaching staff) - 2010 Teachers 1
There are no problems with bullies at our school.
2
Class sizes at our school are appropriate for effective learning.
3
Our school is doing a good job teaching foreign languages.
4
Students are respectful of school and community property.
5
School discipline is appropriately maintained at our school.
Page 29 10/27/2011
B. Least Favorable Results continued The following areas were reported as the least favorable on the survey from the indicated stakeholders.
2. Students (randomly selected students in grades 6-12) - 2006 Students 1
There are no problems with bullies at our school.
2
I look forward to going to school each day.
3
Substance abuse (e.g., drug/alcohol) is not a problem at our school.
4
Students’ opinions are considered when important school decisions are made.
5
The amount of homework I am given helps me succeed in my studies.
Students (randomly selected students in grades 6-12) - 2008 Students 1
Substance abuse (e.g., drug/alcohol) is not a problem at our school.
2
There are no problems with bullies at our school.
3
I look forward to going to school each day.
4
Students’ opinions are considered when important school decisions are made.
5
Students see a relationship between what they are studying and their everyday lives.
Students (randomly selected students in grades 6-12) - 2010 Students 1
There are no problems with bullies at our school.
2
I look forward to going to school each day.
3
Substance abuse (e.g., drug /alcohol) is not a problem at our school.
4
Students’ opinions are considered when important school decisions are made.
5
Students see a relationship between what that are studying and their everyday lives.
3. Parents (randomly selected parents of K-12 students) - 2006 Parents 1
There are no problems with bullies at our school.
2
Our school is doing a good job teaching foreign languages.
3
Parent opinions are considered when important school decisions are made.
4
Our school is preparing students to deal with issues and problems they will face in the future.
5
Students see a relationship between what they are studying and their everyday lives.
Page 30 10/27/2011
B. Least Favorable Results continued The following areas were reported as the least favorable on the survey from the indicated stakeholders.
Parents (randomly selected parents of K-12 students) - 2008 Parents 1
There are no problems with bullies at our school.
2
Our school is doing a good job teaching foreign languages.
3
Our school is preparing students to deal with issues and problems they will face in the future.
4
Substance abuse (e.g. drug/alcohol) is not a problem in our school.
5
Students see a relationship between what they are studying and their everyday lives.
Parents (randomly selected parents of K-12 students) - 2010 Parents 1
There are no problems with bullies at our school.
2
Our school is doing a good job teaching foreign languages.
3
Our school is doing a good job teaching career/vocational courses.
4
Our school is preparing students to deal with issues and problems they will face in the future.
5
The quality of schools influenced my decision to live in this community.
III. School Processes Data School process data include school’s programs, instructional strategies, assessment strategies and classroom practices.
A. Access to print material 1. Number of Books per Student
The number of library/media center books per student in your district and in the state. (Source: State School Report Card) 2006-07
2007-08
2008-09
2009-10
2010-11
District
18.68
18.64
17.33
18.26
18
State
22.01
17.42
16.78
23.41
17
2. Average Age of Media Center/Library Collection The average age of the books in the school media center/ library collection (Source: State School Report Card) 2006-07
2007-08
2008-09
2009-10
2010-11
District
1990
1991
1992
1994
1995
State
1991
1992
1993
1993
1996
Page 31 10/27/2011
B. Access to Technology 1. Number of Students per Instructional Computer
The number of students per instructional computer in our district. (Source: State School Report Card) 2006-07
2007-08
2008-09
2009-10
2010-11
District
3.18
3.65
3.33
3.1
2.99
State
3.06
3.31
2.72
2.37
2.14
2. Number of students per Internet-Connected Computer
The number of students per Internet-connected computer. (Source: State School Report Card) 2006-07
2007-08
2008-09
3.2
2.96
3.22
2.97
District State
2009-10
2010-11
3.33
3.1
2.99
2.74
2.37
2.14
3. Percentage of Classrooms Connected to the Internet
The percentage of our classrooms that are connected to the internet (Source: State School Report Card) 2006-07
2007-08
2008-09
2009-10
2010-11
District
100
99.7
95.1
100
99.9
State
99.3
99.3
99.3
99.7
99.9
IV. Results of Student Learning
Student learning data include a variety of measurements: norm-referenced tests, criterion-referenced tests, standardized assessments, teacher-assigned grades, and authentic assessment. These show the impact of our school on student learning. (Source: State School Report Cards)
A. Overall Student Performance 1. End-of-Grade Assessments In any group where the percentage of students at a grade level is greater than 95% or less than 5%, the actual values may not be displayed because of federal privacy regulations. In these cases, the results will be shown as >95% or 95 87.9
Math 80.2 65.1
Grade 8 Reading 65.3 54.2
Math 82.8 68.2
Grade 8 Reading 80.8 66.6
Math 92.8 80.4
Page 32 10/27/2011
200910 District State
201011 District State
Grade 3 Reading 70.9 66.4
Math 85.9 81.9
Grade 3 Reading 73.4 67.6
Math 87.5 82.1
Grade 4 Reading 79.2 71.6
Grade 5
Math 89.2 83.0
Reading 80.8 71.1
Grade 4 Reading 79.7 71.6
Math 90.0 83.8
Grade 6
Math 89.9 81.2
Grade 5 Reading 78.2 72.3
Reading 83.5 75.3
Grade 7
Math 88.7 80.5
Grade 6
Math 89.1 82.0
Reading 81.7 75.1
Reading 80.1 66.8
Grade 8
Math 91.5 80.2
Reading 82.3 69.5
Grade 7
Math 87.7 80.7
Reading 78.8 67.8
Math 92.8 83.9
Grade 8
Math 88.4 81.1
Reading 78.3 69.8
Math 89.3 84.4
A. Overall Student Performance 2. End-of-Course 2006-07 District State
2007-08 District State
2008-09 District State
2009-10* District State
2010-11 District State
English I
82
72
83.5
73.1
81.7
73.8
89.2
82.4
85.3
80.6
Algebra I
75
67
77.3
69.0
71.2
67.7
82.4
77.8
83.0
76.7
Algebra II
75
65
68.4
67.2
74.0
72.9
93.2
84.9
86.6
82.3
Geometry
75
63
71.9
67.9
77.5
73.3
88.9
82.3
---
---
Biology
80
65
75.0
68.0
80.1
71.2
84.5
81.2
86.0
79.9
Chemistry
---
---
74.9
71.8
73.5
77.7
---
---
---
---
Physical Science
---
---
59.8
58.4
67.4
62.7
78.0
86.4
76.1
76.5
Physics
---
---
86.7
81.5
87.1
85.9
---
---
---
---
Civics & Economics
78
66
73.5
68.5
80.1
71.4
81.9
78.7
86.7
80.0
U.S. History
75
65
77.6
66.5
72.5
71.2
83.2
81.6
81.0
81.5
Note: Chemistry, Physics and Physical Science End-of-Courses tests were not administered for ABCs calculations during 2006-07. *Chemistry and Physics tests were eliminated from the ABCs effective 2009-2010.
Page 33 10/27/2011
B. Student Performance Data by Student Groups
In any group where the percentage of students at a grade level is greater than 95% or less than 5%, the actual values many not be displayed because of federal privacy regulations. In these cases, the results will be shown as >95% or
