state of henry county schools

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


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


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


Start with the Henry County Schools

Main web page: http://www.henry.k12.ga.us/ and select “Departments”


Select: Curriculum and Instruction


You may now select your child’s level of participation


Elementary School


Third Grade


Language Arts (Scope and Sequence)


Unpacked (Interpreted) Standard


Quality Core Curriculum for subjects and grades not engaged in GPS rollout. Example: Mathematics Grade 5


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



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?

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