state of henry county schools
TRANSCRIPT
State of Henry County SchoolsShiloh Baptist ChurchMcDonough, Georgia
June 20, 2006
Our Mission
Committed to ensuring
educational success for each
student.
Pursuing Our Vision
from good…The Henry County Schools will be in the top 10% of Georgia school systems in all areas of academic achievement on or before 2009.
to great…The Henry County Schools will be in the top 10% of the nation’s school systems in all areas of academic achievement on or before 2014.
About Henry County Schools
Current Student Enrollment – 35,330
Number of schools – 3621 Elementary7 Middle6 High1 Alternative1 Evening Academy
9 elementary schools qualify for targeted assist Title I services
Our Students
Enrollment reflects the diversity of our community:
2000 2005White 76.3% 55.3%African American 19.3% 34.7%Hispanic 1.9% 4.4%Asian 1.5% 2.3%Interracial 0.9% 3.0%
Our Students
32.4% of our students are eligible for free and reduced price lunch(range by school of 11.8% to 61.5%)17.2% of our students are served in Early Intervention Program services10.5% of our students are served in gifted education12.0% of our students are served in Special Education75.5% of our students are graduating from high school59.7% of graduating seniors earning a College Prep diploma21.3% of graduating seniors earning a Tech Prep diploma19.0% of graduating seniors earning a dual diploma66.2% qualify for the HOPE scholarship upon graduation
Planning for Growth
Henry County Schools Projected Student Population Growth
35,45038,440
40,83544,085
47,53550,615
55,15059,970
64,330
69,480
15,000
25,000
35,000
45,000
55,000
65,000
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Stu
dent
Pop
ulat
ion
Planning for GrowthSchool System FacilitiesCurrent
36 schoolsUnder construction to be completed by 2007-2008
4 elementary schools2 middle schools2 high schools
Planned through 2014-201511 elementary schools3 middle schools3 high school
Student Achievement
89%90%88%82%Science
92%95%91%85%Social Studies
94%92%94%84%Math
87%97%94%85%Reading
2005-062004-052003-042001-02GRADE 3
CRCT Results
Student Achievement
CRCT Results
91%90%92%89%Science
93%92%91%87%Social Studies
91%92%87%82%Math
85%94%89%87%Reading
2005-062004-052003-042001-02GRADE 5
Student Achievement
CRCT Results
82%80%82%83%Science
92%88%88%88%Social Studies
81%72%77%70%Math
94%89%90%86%Reading
2005-062004-052003-042001-02GRADE 8
Student Achievement
GHSGT Results
98%96%96%95%93%Writing
78%77%74%74%78%Science
91%91%88%86%86%Social Studies
97%98%96%93%92%Math
99%99%98%97%97%English /Language Arts
2005-062004-052003-042002-032001-02Content Area
Student Achievement
High School Graduation Rate
?69.4%65.4%63.3%61.8%Georgia
?75.5%71.3%70.3%66.7%Henry County
20062005200420032002System/State
Academic Challenges
Schools meeting increasing standards for AYP
Closing the achievement gap between student performance in reading and mathematics
Closing the achievement gap between economically disadvantaged, students with disabilities, and African-American sub-groups and all other students
Continue to increase the percentage of students scoring in the ranges of “Pass Plus” and “Exceeds Expectations” on state assessments
Academic Challenges
Increase SAT scores toward the national average
Increase high school graduation rate
Increase participation and success in high school Advanced Placement classes
Increase percentage of students pursuing post-secondary education
Ensuring Success
Creating a culture of continuous improvement with a focus on the needs of individual students.
CRCT Assessments &The Promotion, Placement & Retention Rule
A Little History
The Promotion, Placement, and Retention Rule came about during the Barnes administration as part of the A+ Reform Bill.
Purpose: To bring an end to social promotion in the state of GA.
Students in Grades 3, 5, and 8 must meet minimum expectations (Level 2 performance) on the state Criterion Referenced Competency Test (CRCT) to earn promotion to the next grade.
Expectations for Grade Level Promotion
Students in Grade 3 must meet minimum expectations on the reading CRCT.
Students in Grades 5 and 8 must meet minimum expectation on the reading and mathematics CRCTs.
Below 800
800 to 849
At or above 850
Below 300
300 to 349
At or above 350
Performance Levels:
Does Not Meet the Standard (L1)
Meets the Standard (L2)
Exceeds the Standard (L3)
Reading, Grades 1-8Mathematics, Grade
6
Mathematics, grades 1-5, 7-8
Subjects/Grades
GPS-Based CRCTQCC-Based CRCT
L1 = Level 1, L2 = Level 2, L3 = Level 3
3 Scenarios
Scenario 1
Grade 3, 5, or 8 student scores at Level 2 or 3 and meets local promotion requirements (a final grade report noting successful completion of all coursework and the recommendation of all core content teachers)
Student promoted to next appropriate grade
3 Scenarios
Scenario 2
Student scores Level 1 on the spring administration of CRCT (Reading for Gr. 3 / Reading and/or Math for Gr. 5 & 8)Student’s family receives letter noting that student MAY be retained and is invited to attend SIEP summer school.Student retakes CRCT and scores Level 2 or Level 3Student meets local promotion criteriaStudent Promoted to next appropriate grade
3 Scenarios
Scenario 3Student scores Level 1 on the spring administration of CRCT (Reading for Gr. 3 / Reading and/or Math for Gr. 5 & 8)Student’s family receives letter noting that student MAY be retained and is invited to attend SIEP summer school.Student retakes CRCT and scores Level 1Student’s family is notified that student must be retained at current grade levelFamily has right to appeal the student’s retention by submitting a letter to school principalPrincipal will set up “Placement Committee” meetingPlacement Committee must be unanimous in decision to place student to next grade. If not unanimous, student must be retained by law.No appeals beyond school level decision.Special Ed. Students governed by Federal Law. IEP committee will determine promotion, placement, or retention.
The New Curriculum & Instruction Website
The New Curriculum & Instruction Website
Start with the Henry County Schools
Main web page: http://www.henry.k12.ga.us/ and select “Departments”
The New Curriculum & Instruction Website
Select: Curriculum and Instruction
The New Curriculum & Instruction Website
You may now select your child’s level of participation
The New Curriculum & Instruction Website
Elementary School
The New Curriculum & Instruction Website
Third Grade
The New Curriculum & Instruction Website
Language Arts (Scope and Sequence)
The New Curriculum & Instruction Website
Unpacked (Interpreted) Standard
The New Curriculum & Instruction Website
Quality Core Curriculum for subjects and grades not engaged in GPS rollout. Example: Mathematics Grade 5
The New Curriculum & Instruction Website
Prioritized curriculum will continue to guide planning, assessment development, and instructional delivery.
Benefits
Easy access to school system curriculum guidesView the entire school year in a scope and sequence formatTeachers and parents have access to the same informationFoundation for meaningful dialogue (during conferences) regarding student achievement
5-Year ContinuousImprovement Plan
Our Mission
Committed to ensuring
educational success for each student.
How will we get there?
With a 5 Year District Improvement Plan
New aligned view of our system’s process
Orga
niza
tion
Instruction
Asse
ssm
ent
Curriculum
How does it work?
Curriculum will drive assessment
which will, in turn, `drive our instruction,
which will then move our organization
to better performance.
How do we make this happen?
2005-2006Continuous Improvement FrameworkHenry County Standards for High Performing SchoolsAdministrators study performance assessment
2006-2007HCS Enhanced CurriculumCollaborative planningBenchmark AssessmentsLesson Study
2007-2008Implement Pyramids of
Academic InterventionPerformance Standards-based
instructionContinue Benchmark
Assessments
2008-2009Aligned teacher/ administrator
evaluationPerformance Task
Assessments
2009-2010New district assessment reporting systemPhase in of Senior Projects with 9th grade
Fully in place by 2010Performance Assessment – Classroom and District LevelPerformance Standards-based instructionCollaborative PlanningLesson StudyBenchmarking Student LearningPyramids of Academic InterventionAligned Teacher/Administrator Evaluations
How do we make this happen?
Moving From . . . .
Historical focus…
Quality Core Curriculum
QCC standards measured student performanceStudents tested over material taughtTests indicated student recall of material
New focus...
Performance Based Standards
Student application of knowledge gained in classroom
Student evaluation of their application of knowledge
Moving To . . . .
Benchmark assessments are like the marks on the doorframe to measure a child’s physical growth.
We are measuring their mental growth against the standards using benchmark assessment.
Benchmark assessments
Pyramids of Academic Intervention
Pyramid of Intervention…
Offers a menu of options for students who are behindIf children aren’t improving, steps become increasingly mandatory and instruction is more intenseBenchmarks will tell us exactly where to intervene with a Pyramid of Intervention
Children drop out of school when THEY believe they cannot be successful
Through intervention and prevention, we should see a reduction in our drop-out rate and an increase in our graduation rate
Pyramids of Academic Intervention
Collaboration
Working together teachers will…
Plan instruction around standards together
Evaluate instruction together
Make adjustments to instruction together(Lesson study is one means we are using to do this work.)
Classroom assessment
Changes in assessment and instruction
First - determine how students will be assessed
Second - give students the “Big Picture” –tell them what they will be expected to know and do and give them examples of exemplary work
Third - teach for student mastery of the standard
Will parents see a difference?
Yes - Children will have knowledge of…
“Big Picture” of learning
What they will be able to demonstrate
Examples of work
Evaluation and scoring rubrics
BEFORE the unit starts
Results
Our students will graduate with the expectation that students will be immediately ready to enter the workplace or go on to further post-secondary education without remediation
Ensuring Success….
Working together on our mission, we can accomplish our vision of being one of the nation’s finest school systems.
Technology should not be Technology should not be valued for what it valued for what it isis but but
for what it for what it does.does.
What do we know about students interest in the use technology?
87% of U.S. teens aged 12-17 use the internet, up from 73% in 2000.51% of teenage internet users say they go online on a daily basis, up from 42% in 2000.There are now approximately 11 million teens who go online daily, compared to about 7million in 2000.
Reference: Pew Internet and American Life Project, July 2005.
Henry County Schools student survey response: How do you use technology to help you learn about:
Science: 52.9% Internet search enginesLanguage Arts: 38.9% Internet search enginesSocial Studies: 45.9% Internet search engines
Individualization of learning by personalizing Individualization of learning by personalizing instruction for instruction for ““eacheach”” studentstudent’’s needs.s needs.
Provide e-Learning opportunities for students. Henry County Online Academy (HCOA) is in full operation with 86 students taking summer school courses online.HCOA course information will be piloted in the day-to-day teaching in biology at a high school,
Provide technology solutions closest to the teaching for learning environment.
Each middle and high school are provided a minimum of 32 laptops that are wirelessly connected to the school system network.
Acquire research based technology solutions that support the acceleration and remediation process.
15 schools will participate in implementation and monitoring of result’s oriented research-based technology solutions.
Empower teachers, parents, and decision Empower teachers, parents, and decision makers with data on student performance.makers with data on student performance.
Use data to make instructional decisions supporting teaching forfor learning.
Teachers have electronic access to historical standardized test scores.
Provide timely data analysis training for administrators and teachers.
Teachers will have access to benchmark tests data via a secure web site 24 - 48 hours after students complete assessments.
Provide timely student achievement data to parents.
Middle and high school parents have remote electronic access to student grades.
Expand access to electronic resources and learning Expand access to electronic resources and learning opportunities within and outside the work dayopportunities within and outside the work day
Students and parents have access to CRCT online assessment system.All students and staff have free electronic access to Georgia’s Virtual Library (GALILEO).Fall 2006 parents and students can view their school’s media collection online.Middle and high school students have free access to Wilson library reference resource.Teachers can take appropriate online professional learning.Staff, students and parents have free access to Georgia Performance Based standards educational web sites at Nettrekerhttp://school.nettreker.com
Provide remote access to technology resources for staff, student and parent access. Each resource is available at school and home.
Standards Based Web Resources
Henry Online Academy
Technology should Technology should not be valued for not be valued for what it what it isis but for but for
what it what it doesdoes..
NCLB Requires AYP
AYP Means Adequate Yearly ProgressIt is Georgia’s accountability program to comply with NCLB “No Child Left Behind” Federal Education ActSchools that make significant progress are rewardedSchools that fail to meet face consequencesAYP applies school by school and to the overall school systemStandards also apply to subgroups within the schools and system
Defining Subgroups Used with AYP
Subgroups are defined by the State of Georgia* All Students * Asian/Pacific Islanders* Black * Hispanic* American Indian/ * Multi-Racial
Alaskan* Students with * Limited English
Disabilities Proficient
* White * Economically Disadvantaged
A subgroup must have a minimum of 40 members to be used for measurement.
How We Measure Our AYPAnnual Yearly Progress Measurements
Must meet 95% participation on state tests by school and subgroupSchools and subgroups must meet Annual Measurable Objective (AMO)AMO is based on meeting or exceeding proficiency standardsSchools and subgroups must also meet an Additional IndicatorAdditional Indicator are attendance grades 3 – 8 grade and graduation rate for High Schools
Required Participation inStudent Assessments
Assessment tests are part of the measurement for AYP
Criterion Referenced Competency Tests (CRCT) for elementary and middleCRCT is based on Georgia’s Curriculum
Quality Core Curriculum (QCC) Georgia’s new Performance Standards (GPS)
Georgia High School Graduation Tests (GHSGT) for high school
Required for individual student graduation
Required Participation inStudent Assessments
Assessment (testing) is part of the measurement for AYPMust meet 95% participation on state tests by school and subgroupHenry County 2005 – 2006 Test Participation
CRCT Math All Students 100%
CRCT R/LA All Students 100%
GHSGT Math All Students 99%
GHSGT LA All Students 99%
Tests Used to MeasureAcademic Proficiency
Tests that are part of Annual Measurable Objective (AMO)
Grades 3-8: CRCT in Reading/Language Arts and MathematicsGrades 9-12: Enhanced GHSGT in English and Enhanced GHSGT Mathematics
Academic Proficiencyfor 2005 – 2006
Elementary and Middle Schools
58.3% of all students and student groups must meet CRCT Math Absolute Bar
2006 All students Meet and Exceeds 85.1%66.7% of all students and student groups must meet CRCT Reading/Language Arts Absolute Bar
2006 All students Meet and Exceeds 88.9%By 2014 all students need to be 100% proficient
High Schools
68.6% of all students and student groups must pass GHSGT Enhanced Math Absolute Bar
2006 all students Meets and Exceeds 77.8%84.7% of all students and student groups must pass GHSGT Enhanced English Language Arts Absolute Bar
2006 all students Meets and Exceeds 94.5%By 2014 all students need to be 100% proficient
Academic Proficiencyfor 2005 – 2006
Second Indicators for 2005 – 2006
Additional Requirements
Elementary and Middle School: No more than 15% of students absent for 15 or more days
2006 system all students 7.7% absent over 15 day Rate
High School: 60% of all students and student groups must graduate
2006 system all students 71.8% Graduation Rate
What Happens When a School Doesn’t Make AYP?
School goes on Needs Improvement list after two years of non-AYP.
School must make two more years of AYP to come off the list.
Consequences increase for each year of non-AYP attainment.
100 percent of the elementary schools made AYP. 57 percent of the middle schools made AYP.100 percent of the high schools made AYP.100 percent of the Title I Schools (TAP) made AYP for two consecutive years or more.83 percent of the Non-Title I schools made AYP
AYP Performance for 2005
Four schools did not make AYP, and the school district did not make AYP for the 2004 -2005 school year. Each case had 1 subgroup that did not meet the academic expectations.
• Dutchtown Middle School - successful in 12 of 13 subgroups – will make AYP 2006
• Henry County Middle School – successful in 12 of 13 subgroups – will make AYP 2006
• Luella Middle School - successful in 11 of 12 subgroups
• Stockbridge Middle School - successful in 10 of 11 subgroups – will make AYP 2006
AYP Performance for 2005
AYP Performance for 2006
How did Henry County Schools perform with AYP?
Preliminary Data – Official Release Mid-July
• Thirty-three schools made AYP in 2006 – All Elementary• One middle school in Henry County is currently in
Needs Improvement status• Luella Middle - Math SWD
• Two high schools will not make AYP for the first time –• Stockbridge High School - Math Econ
Disadvantage• Henry County High School - Math Black Econ
Disadvantage• The Henry County Schools will not make AYP
Questions?