equity data report 2020 - 2021

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Equity Data Report 2020 - 2021

In January 2020, the Hanover County School Board passed its Equity Policy. This new language recognized that “every child deserves an education based upon fundamental principles of equity.” As a community, we recognized that “Hanover County Public Schools is enriched by diversity and inclusivity and is dedicated to eliminating inequities. The school division is committed to taking deliberate action to match all students with the resources, tools, and supports they need to maximize their potential.”

In order to promote equitable practices throughout all aspects of the school division, the School Board adopted the following action step:

The Superintendent will present an Annual Equity Report to include information on (1) equitable opportunities, (2) student achievement, (3) discipline outcomes, (4) human resources, and (5) resource allocation.:

The following people, as part of the Equity Data Committee, made contributions to this report, spending several months brainstorming and collecting data to be shared.

● Megan Greenbaum - Committee Chair (PHHS - Math Teacher, Instructional Coach & Teacher Leader) ● Robin Tuck (OKMS - Senior Teacher) ● Nikki Currie (SBO - Coordinator of Division Assessment & Analysis) ● Nancy Disharoon (SBO - Director of Accreditation & Accountability) ● Stacy Stanford (HCOS - Assistant Principal) ● Daniel McGraw (HCOS, PHHS, & Liberty Teacher) ● Andrea Herndon (SBO - Coordinator of Gifted Education & Advanced Studies, K-12) ● Megan Astrouski (SBO - Elementary Special Education Coordinator) ● Brian Maltby (SBO - Disciplinary Hearing Review Officer) ● Jennifer Greif (SBO - Assistant Superintendent of Instructional Leadership)

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Table of Contents

Introduction Page 4

Student Demographics & Enrollment Pages 5 - 6

Absenteeism by Subgroup Pages 7 - 8

Special Education Pages 9 - 12

Free & Reduced Meal Eligibility Economically Disadvantaged Pages 13 - 14

Hanover County Online School Enrollment Pages 15 - 16

Equitable Opportunities Page 17

Hanover Preschool Initiative Pages 18 - 19

Gifted Education Pages 20 - 21

Advanced Program Information Pages 22 - 23

Advanced Studies Demographics Pages 24 - 25

Career & Technical Education Pages 26 - 27

Career Counseling (Career Cafes & College Visits) Pages 28 - 29

SEL (Social Emotional Learning) Screener Data Pages 30 - 37

SOS (Signs of Suicide) Screener Data Pages 38 - 39

Student Achievement Page 40

Diploma Types (19-20) Cohort Pages 41 - 43

SOL, English Reading Pages 44 - 45

SOL, English Writing Pages 46 - 47

SOL, Math Pages 48 - 49

SOL, Science Pages 50 - 51

SOL, History Pages 52 - 53

Discipline Outcomes Page 54

Short Term Suspensions Pages 55 - 56

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Long Term Suspensions Pages 57 - 58

Expulsions Pages 59 - 60

Human Resources Page 61

Teacher Educational Attainment Pages 62 - 63

Employee Demographic Data Pages 64 - 67

Resource Allocations Page 68

Finance - Percentage of Expenditures Pages 69 - 70

Finance - Per-Pupil Expenditures Pages 71 - 72

Finance - Sources of Financial Support Per-Pupil Pages 73 - 74

VHSL Participation Rates Pages 75 - 76

Federal Programs: Title I Pages 77 - 78

Federal Programs: Title II Page 79

Federal Programs: Title III Pages 80 - 81

Federal Programs: Title IV Pages 82 - 83

*Please note that data reflects different years based on availability of the data. Use the At a Glance page to understand the years the data reflects and the data source.

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Introduction

To access the Virginia School Quality Hanover County profile click here. You can also view using this PDF Version.

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

Student Demographics & Enrollment

Absenteeism by Subgroup

Special Education

Free & Reduced Meal Eligibility Economically Disadvantaged

Hanover County Online School Enrollment

https://schoolquality.virginia.gov/divisions/hanover-county-public-schools#

https://drive.google.com/file/d/1qFTp55m3kOqisqpfn6-tIL6aAP8q68Ke/view?usp=sharing

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Student Demographics & Enrollment

Introduction ● Basic Demographic Information that represents Hanover County Public Schools.

Description School Quality Description

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

● Is eligible for Free/Reduced Meals; ● Receives Temporary Assistance for Needy Families; ● Is eligible for Medicaid; or ● Is a migrant or is experiencing homelessness.

Years of Data 2018-2019 2019-2020 2020-2021

Data Source School Quality Demographics & Enrollment

HCPS Employee Contact Director of Accreditation and Accountability

https://schoolquality.virginia.gov/divisions/hanover-county-public-schools#desktopTabs-3

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Student Demographics & Enrollment 2018-2021

Subgroup 2018-2019 2019-2020 2020-2021

All Students 17727 17541 16519

Female 8463/47.6% 8380/47.8% 7896/47.8%

Male 9264/52.3% 9161/52.2% 8623/52.2%

American Indian 48/0.3% 44/0.3% 44/0.3%

Asian 355/2.0% 380/2.2% 390/2.4%

Black 1639/9.2% 1640/9.3% 1569/9.5%

Hispanic 972/5.5% 992/5.7% 1032/6.2%

Native Hawaiian 5 6 6

White 13909/78.5% 13608/77.6% 12647/76.7%

Multiple Races 799/4.5% 871/5.0% 831/5.0%

Students with Disabilities 2341/13.2% 2487/14.2% 2289/13.9%

Economically Disadvantaged 3343/18.9% 4087/23.3% 4327/26.2%

English Learners 408/2.3% 445/2.5% 469/2.8%

Homeless 29/0.2% 16/0.1% 19/0.1%

Military Connected 224/1.3% 232/1.3% 239/1.4%

Foster Care 48/0.3% 45/0.3% 36/0.2%

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Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

● Children who are chronically absent in preschool, kindergarten and first grade are much less likely to read on grade level by the third grade.

● Students who can't read at grade level by the third grade are four times more likely to drop out of high school. ● By high school, regular attendance is a better dropout indicator than test scores. ● A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely

to drop out of school.

Years of Data 2016-2017 2017-2018 2018-2019

Data Source School Quality Absenteeism



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2016-2017 2017-2018 2018-2019

Subgroup Below 10% 10% or Above Below 10% 10% or

Above Below 10% 10% or Above

All Students 16,902 734 16,803 769 16,542 804

Female 8,172 356 8,123 349 7,886 365

Male 8,730 378 8,680 420 8,656 439

American Indian 49 4 42 6 42 6

Asian 336 7 340 10 345 12

Black 1,554 83 1,534 70 1,496 85

Hispanic 723 44 804 60 860 70

White 13,598 558 13,395 586 13,066 586

Multiple Races 636 38 683 37 728 45

Students with Disabilities 2,155 185 2,136 229 2,170 233

Economically Disadvantaged 2,563 281 3,132 357 3,087 380

English Learners 326 15 392 24 406 30

Homeless 30 11 30 13 27 18

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Special Education


Description ● The child count, child count by disability classification, and demographics are provided.

Years of Data 2016 2017 2018 2019 2020

Data Source Powerschool

HCPS Employee Contact Director of Special Education

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Special Education Child Count

Year 2016 2017 2018 2019 2020

# of Students 2433 2524 2582 2590 2486

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Disability Classifications

Subgroup 2017 2018 2019 2020

Intellectual Disability 53 58 60 66

Hearing Impairment/Deafness 16 14 12 12

Speech/Language Impairment 345 388 388 391

Visual Impairment (including blindness) <10 <10 <10 <10

Emotional Disorder 158 155 160 142

Orthopedic Impairment <10 <10 <10 <10

Other Health Impairment 709 708 687 657

Specific Learning Disability 746 744 737 697

Multiple Disabilities 26 26 21 16

Autism 332 349 358 365

Traumatic Brain Injury <10 <10 <10 <10

Development Delay 125 132 136 126

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2020-2021 Demographic Breakdown

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Free & Reduced Meal Eligibility Economically Disadvantaged


Description School Quality Description(s)

Free and Reduced Meal Eligibility School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Breakfast Participation: The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked to increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation: School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Years of Data 2017-2018 2018-2019 2019-2020

Data Source School Quality Free & Reduced Meal Eligibility

HCPS Employee Contact Director, Food Services

http://www.doe.virginia.gov/support/nutrition/programs/index.shtml

http://va.nokidhungry.org/

http://va.nokidhungry.org/


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Free and Reduced Meal Eligibility

All Students

2017-2018 2018-2019 2019-2020

Percentage Percentage Percentage

20 20.9 22.6

Free and Reduced Breakfast Participation

All Students

2017-2018 2018-2019 2019-2020


28.5 27.3 29.1

Free and Reduced Lunch Participation

All Students

2017-2018 2018-2019 2019-2020


64.5 63.1 64.3

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Description This data reflects the enrollment numbers for the 2020-2021 Hanover County Online School Enrollment.

Years of Data 2020-2021

Data Source PowerSchool

HCPS Employee Contact Principal, Hanover Online School

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Elementary Middle High School Total

1st Semester 2243 1746 2278 6267

2nd Semester 1758 1512 2023 5293

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Equitable Opportunities

Hanover Preschool Initiative

Gifted Education

Advanced Program Information

Advanced Studies Demographics

Career & Technical Education

Career Counseling Career Cafe & College Visits

SEL (Social Emotional Learning) Screener Data

Signs of Suicide (SOS) Screener Data

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Hanover Preschool Initiative

Equitable Opportunities ● Provide social, cultural, emotional, and educational equity to maximize student potential. (LRP Goal 1) ● Provide diverse learning experiences that address students’ interests and goals. (LRP Goal 2) ● Giving all students the same access point for participation in academic programs and activities.


Percent of Kindergarten Students with Public Preschool Experience This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

Percent of Kindergarten Students Meeting Fall Literacy Benchmarks This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment.

Years of Data 2018 2019

Data Source School Quality School Readiness

HCPS Employee Contact Hanover Preschool Initiative Director


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Percent of Kindergarten Students With Public Preschool Experience

2018 2019

Number of Students With Public Preschool Experience

Total Number of Kindergarten Students

Percent With Public Preschool Experience

Number of Students With Public Preschool Experience

Total Number of Kindergarten Students

Percent With Public Preschool Experience

Division 258 1158 22 242 1155 21

Percent of Kindergarten Students Meeting Fall Literacy Benchmarks

2018 2019

Number of Students Met Benchmark

Number of Students Assessed

Percent Number of Students Met Benchmark

Number of Students Assessed

Percent

Division 1010 1146 88 1032 1156 89

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Gifted Education


Description A Hanover County Public School student is eligible for gifted education service options tailored to general intellectual aptitude (GIA) or specific academic aptitude (SAA-English) or mathematics (SAA- mathematics) or visual and performing arts: (vocal or instrumental music) if the student demonstrates readiness for gifted programming based upon the following criteria:

Student readiness for gifted educational services as determined by multiple and varied criteria: Evidence of superior academic performance based on assessment of achievement on nationally normed aptitude and/or achievement assessments, performance-based assessments, student portfolio, student work samples, parent submitted portfolio, and grades. Visual & Performing Arts: Performing arts checklist, grades, nationally normed assessments, teacher recommendations, and a portfolio/audition indicating abilities and potential requiring a specialized program.

Referrals for gifted education screening are accepted from professional educators, parent/guardian(s), community members, peers, or students.

Years of Data 2018-2019 2019-2020

Data Source School Quality Gifted Education

HCPS Employee Contact Coordinator of Gifted Education and Advanced Studies,

K-12


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Gifted Education

Subgroup 2018-2019 2019-2020

Female 48.7% 48.5%

Male 51.3% 51.5%

Asian 2.9% 3%

Black 3.6% 3.5%

Hispanic 2.4% 2.6%

White 87% 86.8%

Other 4% 4.2%

Students with Disabilities 2.9% 3%

Economically Disadvantaged 6.1% 8.6%

English Learners 0.4% 0.3%

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Advanced Program Information


Description Advanced Placement (AP) courses are taught at the college level and follow the syllabus developed by the College Board. The AP Examination is an option, not a requirement, for students.Through a satisfactory score on an AP Examination, a student may earn college credit.

Dual enrollment is a plan which allows high school students to meet the requirements for high school graduation while simultaneously earning college credit.

The International Baccalaureate (IB) Program is a demanding pre-university course of study for students in grades 11 and 12 that leads to examinations. The two year curriculum allows students to earn the International Baccalaureate Diploma. The program has earned a reputation for rigorous assessment. Students may successfully complete IB courses and examinations but choose not to seek the IB diploma.

Hanover County Public School students may apply to attend Maggie L. Walker Governor’s School for Government and International Studies (MLWGS), an innovative public high school offering a comprehensive college preparatory program emphasizing government, international studies, science, mathematics, languages, and fine arts. The school serves students selected on the basis of aptitude and interest in its mission. Students apply to the Governor’s School in 8th grade.

Years of Data 2017-2018 2018-2019 2019-2020

Data Source School Quality Gifted Education


K-12


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Advanced Program Information - Count/Percentage

Program Type 2017-2018 2018-2019 2019-2020

Advanced Placement Test Taken 831 / 14.09% 810 / 13.76% 763 / 13.15%

Advanced Placement Course Enrollment 1,436 / 24.36% 1,489 / 25.3% 1,818 / 31.33%

Dual Enrollment 225 / 3.82% 305 / 5.18% 274 / 4.72%

Governor's School Enrollment 52 / .88% 53 / .9% 52 / .9%

IB Course Enrollment 645 / 10.94% 676 / 11.48% 522 / 9%

Seniors Enrolled in IB Program 278 / 4.72% 227 / 3.86% 124 / 2.14%

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Advanced Studies Demographics


Description The Reynolds Advance College Academies (ACA) provide outstanding high school students the opportunity to earn an associate degree while completing the requirements for their high school diploma. Students will apply to an ACA in the 8th grade, enroll in advanced high school courses in the 9th grade and 10th grade, and take the required college coursework for the associates degree during 11th and 12th grade.

Advanced Placement (AP) courses are taught at the college level and follow the syllabus developed by the College Board. The AP Examination is an option, not a requirement, for students.Through a satisfactory score on an AP Examination, a student may earn college credit.

The International Baccalaureate (IB) Program is a demanding pre-university course of study for students in grades 11 and 12 that leads to examinations. The two year curriculum allows students to earn the International Baccalaureate Diploma. The program has earned a reputation for rigorous assessment. Students may successfully complete IB courses and examinations but choose not to seek the IB diploma.

Dual enrollment is a plan which allows high school students to meet the requirements for high school graduation while simultaneously earning college credit.



*retrieved Spring 2021


K-12

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Advanced Studies Demographics Data 2019-2020

AP ACA IB Dual Enrollment

# of Classes Taken 2609

# of Classes Taken in 11th and 12th grade 644



# of Unique Students 1340

# of Unique Students 11th and 12th grade 83



Female 56.12% Female 61.45% Female 61.25% Female 72.22%

Male 43.88% Male 38.55% Male 38.75% Male 28.57%

IEP 1.57% IEP 1.20% IEP 2.08% IEP 1.59%

504 6.12% 504 3.61% 504 6.06% 504 10.32%

Econ Dis 9.70% Econ Dis 16.87% Econ Dis 8.82% Econ Dis 7.14%

Asian 2.76% Asian 1.20% Asian 4.5% Asian 2.38%

Black 6.34% Black 14.46% Black 5.36% Black 14.29%

White 85.97% White 79.52% White 84.78% White 79.37%

Other 9.25% Other 4.82% Other 1.04% Other 3.97%

Hispanic 3.51% Hispanic 1.20% Hispanic 4.33% Hispanic 3.17%

EL 0.37% EL 0.00% EL 0.17% EL 0.79%

*Data pulled in March 2021.

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Career & Technical Education


Description Data reflects Students Earning One or More CTE Credentials.

Years of Data 2016-2017 2017-2018 2018-2019

Data Source School Quality Career & Technical Education

HCPS Employee Contact Coordinator of Career and Technical Education and

Workforce Development


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Career and Technical Education

2016-2017 2017-2018 2018-2019

NOCTI Assessments 60 72 63

State Licensures 169 154 117

Industry Certification 2,011 1,834 1,932

Workplace Readiness 28 150 144

Total Credentials Earned 2,268 2,210 2,256

Students Earning One or More Credentials 1,753 1,807 1,706

Armed Services Vocational Aptitude Battery Examination 74 113 40

CTE Completers 733 750 634

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Career Counseling Career Cafe & College Visits


Description Career Cafés – Events held monthly featuring employers within the community and focusing on a variety of top trending Career Pathways. Students can sign-up to attend via a Google form. These events will allow students to have a more in depth understanding of career fields and hear from employers about what career skills and training are needed for each pathway. Recorded sessions will be sent out and posted to our Hanover Career Counseling YouTube page following each event for those unable to attend live.

College, Military, and Technical School Visits – Representatives from these organizations schedule virtual visits throughout the school year to share information with students about their program offerings and admissions processes. Students can sign-up to attend via a Google form. Virtual visits take place daily from 12:30 - 1:00 pm. Following each virtual visit, we send out the recorded presentation about the college/military branch for those that were unable to attend the live session.

Mini Job & Opportunity Fairs – These events are held each Fall and Spring. Representatives from local businesses and organizations share job opportunities and information about their particular career field with students.

Career Conversation Series - Short video clips recorded with employers including tips for students entering the workforce; videos on best practices for job interviewing, the interview process in a virtual environment, and searching for employment and internship/job shadowing opportunities during COVID-19.

Years of Data 2018-2019 2019-2020 2020-2021

Data Source Internal Source

HCPS Employee Contact Career Counselor

29HCPS Career Counseling: Event Data Overview

2018/19 - 8 (in person) Career Cafes offered at PHHS and AHS 1. September - Careers in Information Technology: Learn what IT is all about! 2. October - A Lesson in Leadership and Customer-Service: Learn about the “recipe” for Chick-fil-A’s Hiring

Success! 3. November - Building a Great Resume and Interviewing skills! 4. January - You’ve got skills! Learn about skilled construction trades - electricians, carpentry, masonry and more… 5. February - Make, Create, Innovate! Learn about Architecture, Engineering & Interior Design Careers 6. March 20 - March Madness! Working in Sports Broadcasting, Mass Communications, TV and Media Production 7. April 17 - Learn how to land the perfect Summer Internship & Job Opportunities! 8. May - Become a Superhero! Learn about Careers in Education

2019/20 - 8 Career Cafes offered (in person) at all HCPS high schools and 2 Fall/Spring Mini Job & Opportunity Fairs

1. September: A Lesson in Leadership & Customer-Service (Chick-fil-A) 2. October: Building A Future in Construction and Trades (Army National Guard) 3. November:Resume Building and Interviewing Skills workshop (Capital One) 4. Week of Nov 11th (Fall Mini Job and Opportunities Fair) 5. January: Medical Imaging & Healthcare Careers! Bon Secours: St. Mary’s Hospital School of Medical Imaging 6. February - Make, Create, Innovate! Learn about Architecture, Engineering & Interior Design Careers (ODELL

Architecture Firm) 7. March: Start-ups, Sales, and Marketing - Dominion Energy Innovation Center 8. April: Resume Building and Interviewing Skills workshops - Woodfin 9. Week of April 20th (Spring Mini Job and Opportunities Fair) 10. May - J.Sargeant Reynolds Community College Application workshop for Seniors

2020/21 - 9 Career Cafes offered virtually at all HCPS high schools/middle schools and 1 Fall Mini Job & Opportunity Fair and 1 Spring Career Conversation Series

1. September Career Café: Choosing A College Major/Career & HBCUs (Virginia State University) 2. October Career Event - Manufacturing Day Virtual Event with ABB Manufacturing 3. October Career Café: Careers in Construction & Energy (Electrical Engineer, CMTA Inc. and Dominion Energy

Innovation Services) 4. November Career Café: Careers in STEM (Anton Paar) 5. Fall Mini Job and Opportunity Fair (November 9-13) 6. December Career Café: Careers in Health Care (CNA in Richmond Area and Ashland Nursing Rehabilitation

Center ) 7. January Career Café: Careers in STEM and Scientific Research (On Demand Pharmaceuticals) 8. February Career Café: Careers in Cybersecurity (Old Dominion University) 9. March Career Café: Careers in Data Analysis (SunTrust) 10. April Career Café: Careers in Mental Health (Behavioral Health Specialist for HCPS and Richmond Creative

Counseling) 11. Career Conversation Series (May 10-14)

2020/21 - 77 Virtual College/Military Visits held as of March 4, 2021 1. HCPS students at all high schools are invited to attend these visits. 2. If they cannot attend live (and have registered for the event), the recorded video to the virtual visit will be sent to

them for viewing afterwards. 3. Visit the following link to view all Virtual College/Military visits and see “views” for these virtual events:

https://www.youtube.com/channel/UCJFGkZEXJ8CItRERidGQMfg/playlists

https://www.youtube.com/channel/UCJFGkZEXJ8CItRERidGQMfg/playlists

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SEL (Social Emotional Learning) Screener Completion Data


Description This data reflects participation rates for the SEL Screener given to students and teachers of Hanover County Public Schools.

Years of Data Fall 2020

Spring 2021


HCPS Employee Contact Disciplinary Hearing Review Officer

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SEL (Social Emotional Learning) Screener Completed Surveys by Grade Level

Grade Level Fall 2020 Spring 2021

1-5 5221 4329

6-12 6670 4478

Adult 1199 1062

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SEL Universal Screener Grades 1-5 (Identical Screener for HCOS) 1. Select your zoned school.

● BES ● BPES ● CHES ● CSES ● EES ● HCES ● JGES ● KCES ● LMES ● MES ● PCES ● PGES ● RPES ● SAES ● WHES

2. Enter your first name. (short answer) 3. Enter your last name. (short answer) 4. Select your grade level.

● First Grade ● Second Grade ● Third Grade ● Fourth Grade ● Fifth Grade

5. Enter the name of your teacher. (short answer) 6. How are you feeling today? (check all that apply)

● Sad/unhappy ● Happy ● Content/comfortable ● Angry ● Confused ● Fearful ● Tired ● Anxious/worried ● Safe ● Unsafe ● Hopeful

7. How have you felt over the last two weeks? (check all that apply) ● Sad/unhappy ● Happy ● Content/comfortable ● Angry ● Confused ● Fearful ● Tired ● Anxious/worried ● Safe ● Unsafe ● Hopeful

8. School is an unsafe place because of how I am treated?

Strongly Agree Agree Disagree Strongly Disagree

9. I have at least one adult in the school I can talk to if I have a problem.

33Strongly Agree Agree Disagree Strongly Disagree

10. I have at least one adult at home or in my family I can talk to if I have a problem.


11. I can think of two healthy things I can do to feel better when I feel sad or worried.


12. My school has provided the social and emotional support I needed this year to be successful.


13. What kind of coping skills would you like to learn more about? (check all that apply) ● Things to help me when I am feeling overwhelmed/stressed. ● Things to help me calm down and relax. ● Things to help me when I am angry or mad at someone. ● Things to help me when I am feeling lonely. ● Other ● I don’t need anything right now but will let my school counselor or teacher know if that changes.

14. Check here if you would like to talk to your counselor about your mental health/awareness (sad, angry, lonely, scared, worried).

YES NO

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SEL Universal Screener Grades 6-12 (Identical Screener for HCOS) 1. Select your zoned school.

● BCMS ● CMS ● LMS ● OKMS ● AHS ● HHS ● MHS ● PHHS ● TGS

2. Enter your first name. (short answer) 3. Enter your last name. (short answer) 4. Select your grade level.

● Sixth Grade ● Seventh Grade ● Eighth Grade ● Ninth Grade ● Tenth Grade ● Eleventh Grade ● Twelfth Grade

5. What is your student number? (short answer) 6. How are you feeling today? (check all that apply)

● Sad/unhappy ● Happy ● Content/comfortable ● Angry ● Annoyed ● Confused ● Fearful ● Tired ● Anxious/worried ● Safe ● Unsafe ● Hopeful ● Relieved ● Bored

7. In general, how have you felt over the last two weeks? (check all that apply) ● Sad/unhappy ● Happy ● Content/comfortable ● Angry ● Annoyed ● Confused ● Fearful ● Tired ● Anxious/worried ● Safe ● Unsafe ● Hopeful ● Relieved ● Bored

8. School is a dangerous/unsafe place because of my experiences with discrimination?


9. I have at least one adult in the school I can talk to/connect with if I have a problem.

35Strongly Agree Agree Disagree Strongly Disagree

10. I have at least one adult at home or in my family or community I can talk to if I have a problem.


11. I can think of two coping skills I can do to feel better when I feel sad/anxious/overwhelmed.


12. My school has provided me with the social and emotional support I needed this year to be successful. Strongly Agree Agree Disagree Strongly Disagree

13. What kind of coping skills would you like to learn more about? (check all that apply) ● Things to help me when I am feeling overwhelmed/stressed. ● Things to help me calm down and relax. ● Things to help me when I am angry or mad at someone. ● Things to help me when I am feeling lonely. ● Other ● I don’t need anything right now but will let my school counselor or teacher know if that changes.

14. Check here if you would like to talk to your counselor about your mental health/awareness (sad, angry, lonely, scared, worried).

YES NO

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SEL Universal Screener for Instructional Personnel and Staff 1. Select the school to which you are assigned.

● BES ● BPES ● CHES ● CSES ● EES ● HCES ● JGES ● KCES ● LMES ● MES ● PCES ● PGES ● RPES ● SAES ● WHES ● BCMS ● CMS ● LMS ● OKMS ● AHS ● HHS ● MHS ● PHHS ● TGS ● HCOS - ELEMENTARY ● HCOS - MIDDLE ● HCOS - HIGH

2. Enter your first name. (short answer) 3. Enter your last name. (short answer) 4. How are you feeling today? (check all that apply)

● Sad/unhappy ● Happy ● Content/comfortable ● Angry ● Annoyed ● Confused ● Fearful ● Tired ● Anxious/worried ● Safe ● Unsafe ● Hopeful ● Relieved ● Bored

5. In general, how have you felt over the last two weeks? (check all that apply) ● Sad/unhappy ● Happy ● Content/comfortable ● Angry ● Annoyed ● Confused ● Fearful ● Tired ● Anxious/worried ● Safe

37● Unsafe ● Hopeful ● Relieved ● Bored

6. School/work environment is a dangerous/unsafe place because of my experiences with discrimination?


7. I have at least one colleague at school I can talk to/connect with if I have a problem.


8. I have someone at home or in my family or community I can talk to if I have a problem.


9. I can think of two coping skills I can do to feel better when I feel sad/anxious/overwhelmed.


10. I have been provided with the social and emotional support I needed this year to be successful. Strongly Agree Agree Disagree Strongly Disagree

11. What kind of coping skills would you like to learn more about to support students? (check all that apply) Cognitive Behavior Therapy

● Breathing ● Mindfullness ● Yoga ● Supporting students who have experienced trauma ● Culturally responsive practices ● N/A

12. What kind of coping skills would you like to learn more about to support students? (check all that apply) ● Things to help me when I am overwhelmed/stressed. ● Things to help me calm down and feel centered. ● Things to help me deal with conflict. ● Nothing right now.

13. I would like information about EAP (Employee Assistance Program) or other supports that are available and/or to talk with my administrator to discuss my concerns and explore resources.

YES, I would like more information about EAP.

YES, I would like to meet with an administrator.

I do not need any follow-up at this time.

38

Student Signs of Suicide (SOS) Screener Data


Description Data tracked based upon completion of SOS Screener Form that needs to be submitted from each counselor at each school. Each assessment is recorded as a Level 1 or Level 2. Level 2 is labeled imminent (students requiring immediate intervention).

Years of Data 2017-2018 2018-2019 2019-2020 2020-2021


HCPS Employee Contact Coordinator of Counseling Services

39

Student Suicide Assessments Conducted

Grade Levels

2017-2018 Total

Assessments

2017-2018 Immediate Interventio

n

2018-2019 Total

Assessment s

2018-2019 Immediate

Intervention

*2019-2020 Total

Assessment s

2019-2020 Immediate

Intervention

**2020-2021 Total

Assessments

**2020-2021 Immediate

Intervention

Elementary 28 1 63 7 57 4 31 1

Middle School 97 23 71 18 96 13 33 4

High School 90 18 85 17 141 20 45 9

Total 215 42 219 42 294 37 109 14

*2019-2020 Data is only through 3/13/2020 due to COVID school closures.

**2020-2021 Data is current as of 4/13/2021.

40

Student Achievement

Diploma Types (19-20 Cohort)

SOL, English Reading

SOL, English Writing

SOL, Math

SOL, Science

SOL, History

41

Diplomas and Completion (19-20 Cohort)

Student Achievement ● Provide diverse learning experiences that address students’ interests and goals. (LRP Goal 2) ● Student performance on state assessments. ● Graduation rates and student success in academic programs.


Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma. To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."


Data Source School Quality Diplomas & Completion


http://www.doe.virginia.gov/instruction/graduation/advanced_studies.shtml

http://www.doe.virginia.gov/instruction/graduation/standard.shtml

http://www.doe.virginia.gov/instruction/career_technical/path_industry_certification/index.shtml

http://www.doe.virginia.gov/instruction/graduation/other_diploma.shtml

http://www.doe.virginia.gov/instruction/graduation/modified_standard.shtml


42

Status of the Students in the 2019-2020 Cohort

Student Subgroup Type Advanced

Diplomas Standard Diplomas

Other Diplomas GEDs Dropouts Other Non-

Graduates

All Students Division 936 428 15 10 32 16

State 50981 37565 2393 953 5062 1527

Female Division 524 187 3 5 15 7

State 28032 16195 772 327 1870 537

Male Division 412 241 12 5 17 9

State 22949 21370 1621 626 3192 990

American Indian Division < < < < 0 <

State 127 109 5 4 12 5

Asian Division 33 9 1 1 2 0

State 5504 1382 99 13 87 34

Black Division 62 69 3 1 2 2

State 7857 10933 899 202 1084 601

Hispanic Division 28 25 0 0 4 1

State 5873 7010 283 119 2545 241

State 80 53 7 1 2 3

White Division 782 301 10 8 22 12

State 28901 16318 1003 543 1194 573

43

Multiple Races Division 27 23 1 0 2 1

State 2639 1760 97 71 138 70

Students with Disabilities Division 28 133 15 3 13 2

State 1176 7391 2393 128 922 89

Economically Disadvantaged Division 88 148 5 4 10 7

State 11627 19512 1409 505 2495 997

English Learners Division 3 12 1 0 3 1

State 1295 4669 241 28 2167 60

Homeless Division < < < < 0 <

State 183 628 54 22 301 49

Military Connected Division 8 3 0 1 1 0

State 2014 1262 47 21 39 14

Foster Care Division < < < < 0 <

State 23 186 32 21 88 20

44

SOL, English Reading



This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Years of Data 2016-2017 2017-2018 2018-2019

Data Source School Quality Assessments

HCPS Employee Contact Coordinator of Division Assessment and Analysis

http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml


45

English Reading Performance

2016-2017 2017-2018 2018-2019

Student Subgroup Advanced Passed Failed Advanced Passed Failed Advanced Passed Failed

All Students 22 86 14 19 86 14 19 84 16

Female 24 88 12 22 88 12 21 86 14

Male 19 83 17 17 83 17 17 82 18

American Indian 19 77 23 22 78 22 12 88 12

Asian 28 89 11 22 89 11 19 84 16

Black 11 69 31 8 70 30 7 70 30

Hispanic 11 77 23 12 73 27 14 74 26

White 23 88 12 21 88 12 21 86 14

Multiple Races 20 83 17 20 83 17 18 81 19

Students with Disabilities 9 49 51 9 51 49 9 48 52

Economically Disadvantaged 11 67 33 9 67 33 9 66 34

English Learners 7 62 38 4 31 69 2 24 76

Homeless 10 77 23 - 60 40 7 71 29

Military Connected 27 89 11 23 89 11

Foster Care 7 41 59 10 50 50

46

SOL, English Writing



This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Years of Data 2016-2017 2017-2018 2018-2019





47

English Writing Performance

2016-2017 2017-2018 2018-2019


All Students 27 84 16 26 82 18 25 79 21

Female 34 90 10 32 89 11 33 85 15

Male 20 78 22 20 75 25 18 74 26

American Indian < < < 9 55 45 20 70 30

Asian 36 85 15 44 84 16 31 80 20

Black 11 71 29 13 66 34 12 62 38

Hispanic 12 78 22 21 68 32 17 67 33

White 30 86 14 27 85 15 27 83 17

Multiple Races 21 78 22 25 79 21 19 65 35



English Learners - 48 52 - 18 82 3 7 93

Homeless < 100 0 < < < < < <


Foster Care < < < < < <

48

SOL, Math



This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Years of Data 2016-2017 2017-2018 2018-2019






49

Mathematics Performance 2016-2017 2017-2018 2018-2019


All Students 21 87 13 19 84 16 19 89 11

Female 21 90 10 18 86 14 18 90 10

Male 21 85 15 19 83 17 19 88 12

American Indian 14 77 23 13 81 19 17 93 7

Asian 32 94 6 24 90 10 32 91 9

Black 9 75 25 7 70 30 7 78 22

Hispanic 17 80 20 12 80 20 12 84 16

White 23 89 11 21 87 13 20 91 9

Multiple Races 19 85 15 18 82 18 20 87 13




Homeless 13 70 30 - 73 27 6 78 22


Foster Care - 36 64 7 62 38

50

SOL, Science



This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Years of Data 2016-2017 2017-2018 2018-2019






51

Science Performance 2016-2017 2017-2018 2018-2019


All Students 16 87 13 14 87 13 15 86 14

Female 14 88 12 12 87 13 13 86 14

Male 18 86 14 15 86 14 17 86 14

American Indian 17 92 8 12 82 18 15 85 15

Asian 23 97 3 17 86 14 22 89 11

Black 5 69 31 5 72 28 6 71 29

Hispanic 11 74 26 7 76 24 9 74 26

White 17 90 10 15 89 11 17 89 11

Multiple Races 13 82 18 12 84 16 14 81 19



English Learners - 52 48 3 21 79 3 37 63

Homeless < < < - 60 40 - 67 33


Foster Care 6 53 47 6 56 44

52

SOL, History



This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Years of Data 2016-2017 2017-2018 2018-2019





53

History Performance 2016-2017 2017-2018 2018-2019


All Students 27 90 10 24 87 13 22 83 17

Female 25 90 10 21 87 13 19 82 18

Male 30 90 10 26 87 13 24 85 15

American Indian 10 80 20 6 81 19 23 68 32

Asian 34 90 10 28 89 11 27 87 13

Black 11 76 24 11 72 28 9 67 33

Hispanic 21 82 18 16 77 23 10 68 32

White 29 92 8 26 90 10 24 87 13

Multiple Races 25 87 13 24 79 21 25 80 20




Homeless 18 82 18 6 75 25 9 45 55


Foster Care - 57 43 13 56 44

54

Discipline Outcomes

Short Term Suspensions

Long Term Suspensions

Expulsions

55

Short Term Suspensions

Discipline Outcomes ● Student discipline reporting. ● Provide a safe, inclusive, learning environment that engages all students. (LRP Goal 6)


Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board.

Years of Data 2016-2017 2017-2018 2018-2019

Data Source School Quality Learning Climate



56

Short-Term Suspensions

2016-2017 2017-2018 2018-2019

Subgroup % Population

% Short-Term Suspensions

% Population


% Population


American Indian 0.3 0.8 0.3 0.5 0.3 0.8

Asian 1.9 0.2 2 0.6 2 0.4

Black 9.4 24.8 9.3 24.6 9.2 20.9

Hispanic 4.4 4.5 4.8 4 5.5 6.9

White 80.1 62.5 79.5 63.6 78.5 64.5

Multiple Races 3.9 7.3 4.2 6.7 4.5 6.4

57

Long Term Suspensions



Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days.

Years of Data 2016-2017 2017-2018 2018-2019




58

Long-Term Suspensions

2016-2017 2017-2018 2018-2019

Subgroup % Population

% Long-Term Suspensions

% Population


% Population


American Indian 0.3 0.3 0.3

Asian 1.9 2 3.2 2

Black 9.4 42.9 9.3 16.1 9.2

Hispanic 4.4 4.8 6.5 5.5

White 80.1 57.1 79.5 67.7 78.5 50

Multiple Races 3.9 4.2 6.5 4.5 50

59

Expulsions



Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion.

Years of Data 2016-2017 2017-2018 2018-2019




60

Expulsions

2016-2017 2017-2018 2018-2019

Subgroup % Population % Expulsions % Population % Expulsions % Population % Expulsions

American Indian 0.3 0.3 0.3

Asian 1.9 2 2

Black 9.4 9.3 9.2

Hispanic 4.4 4.8 5.5

White 80.1 79.5 78.5

Multiple Races 3.9 4.2 4.5

61

Human Resources

Teacher Educational Attainment

Demographics

62


Human Resources ● Organizes resources for hiring and maintaining employees needs. ● Recruit/Identify highly qualified, innovative individuals who reflect the demographics of our community. (LRP;

Goal 4) ● Create an environment of mutual trust in which all employees feel supported, empowered, valued, and

engaged. (LRP Goal 4)

Description The data provided describes the educational degree of our HCPS teachers.

Years of Data 2017-2018 2018-2019

2019-20210

Data Source School Quality Teacher Quality

HCPS Employee Contact Director of Human Resources


63


Bachelor's Degree Master's Degree Doctoral Degree Other

2017-2018 36% 61% 1% 2%

2018-2019 35% 61% 1% 3%

2019-2020 34% 64% 1% 1%

64

Employee Demographic Data

Human Resources ● Organizes resources for hiring and maintaining employees needs. ● Recruit/Identify highly qualified, innovative individuals who reflect the demographics of our community. (LRP;

Goal 4) ● Create an environment of mutual trust in which all employees feel supported, empowered, valued, and

engaged. (LRP Goal 4)

Description HR data that has been compiled over the past three years (9/30/2018, 9/30/2019, 9/30/2020). “Employees” are defined as staff that hold either a contract or Notice of Appointment (NOA). Licensed Personnel are defined as employees who are required to hold a VDOE license. We provided the following information:

● Degree Breakdown of Licensed Personnel ● Race (White/Non-White) ● Gender Breakdown ● Average Years of Service ● Total Employees that live in Hanover

VDOE Licensed Administrator - Administrators are defined as anyone at least at uniform pay grade 14 along with a corresponding administrator definition in their job description.

VDOE Licensed Teacher - Teachers are defined as anyone on the Teacher Salary Scale.

Non-VDOE Licensed Administrators - Administrators are defined as anyone at least at uniform pay grade 14 along with a corresponding administrator definition in the job description.

Non-VDOE Licensed Support Staff - Support staff is defined as anyone below uniform pay grade 19 with no administrator definition in the job description.

Years of Data 2018-2019 2019-2020 2020-2021


HCPS Employee Contact Director of Human Resources

65

Employee Licensure Data

As of 9/30/2018 As of 9/30/2019 As of 9/30/2020

Total Employees - All Contract and NOA 2703 2691 2566

Total VDOE Licensed Personnel 1554 57% 1560 58% 1531 60%

Total Non-VDOE Personnel 1149 43% 1131 42% 1035 40%

Total VDOE Licensed Administrators 139 5% 146 5% 148 6%

Total VDOE Licensed Teachers 1415 52% 1414 53% 1383 54%

Total Non-VDOE Licensed Administrators 69 3% 29 1% 29 1%

Total Non-VDOE Licensed Support Staff 1080 40% 1102 41% 1006 39%

%s represent total employees.

66

Non-White Employee Data

As of 9/30/2018 As of 9/30/2019 As of 9/30/2020

Total Non-White Employees All Contract and NOA

%s reflect total number of employees 384 14% 384 14% 356 14%

Total Non-White VDOE Licensed Administrators

%s reflect total number of VDOE Licensed Administrators

12 9% 12 8% 15 10%

Total Non-White VDOE Licensed Teachers

%s reflect total number of VDOE Licensed Teachers

102 7% 102 7% 93 7%

Total Non-White Non-VDOE Licensed Administrators

%s reflect total number of non-VDOE Administrators

4 6% 4 14% 5 17%

Total Non-White Non-VDOE Licensed Support Staff

%s reflect total number of non-VDOE Support Staff

266 25% 266 24% 243 24%

Gender Employee Data

As of 9/30/2018 As of 9/30/2019 As of 9/30/2020

Gender Female All Contract and NOA


Gender Male All Contract and NOA


Gender Female VDOE Licensed Personnel

%s reflect total Licensed employees 1276 82% 1283 82% 1254 82%

Gender Male VDOE Licensed Personnel

%s reflect total Licensed employees 278 18% 277 18% 277 18%

67

VDOE Licensed Professional Education Levels Data

As of 9/30/2018 As of 9/30/2019 As of 9/30/2020

Associates or Less 7 0% 8 1% 9 1%

Bachelors 543 35% 522 33% 500 33%

Bachelors +15 24 2% 23 1% 19 1%

Masters 959 62% 989 63% 984 64%

Doctorate 21 1% 18 1% 19 1%

%s represent total licensed.

Employee Years of Service Data

As of 9/30/2018 As of 9/30/2019 As of 9/30/2020

Average Years of HCPS Service VDOE Licensed Personnel 10.87 10.93 10.98

Average Years of HCPS Service Non-VDOE Licensed Administrators 11.77 12.55 12.28

Average Years of HCPS Service Non-VDOE Licensed Support Staff 10.12 10.38 10.7

Employee Location Data

As of 9/30/2018 As of 9/30/2019 As of 9/30/2020

Total that live in Hanover 1858 69% 1833 68% 1730 67%

Total not in Hanover 845 31% 858 32% 836 33%

%s represent total employees

68

Resource Allocations

Finance - Percentage of Expenditures

Finance - Per-Pupil Expenditures

Finance - Sources of Financial Support Per-Pupil

VHSL Participation Rates

Title I

Title II

Title III

Title IV

69

Finance - Percentage of Expenditures

Resource Allocation ● Financial distribution of funds for all students and specific reporting categories. ● Identify and utilize resources needed to encourage innovation. (LRP Goal 3)


Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

● Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.

● Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.

● Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Years of Data 2016-2017 2017-2018 2018-2019

Data Source School Quality Finance

HCPS Employee Contact Director of Finance


70

Percentage of Expenditures

2016-2017 2017-2018 2018-2019

Percentage of fiscal year state operating expenditures for instructional costs 67.2 66.9 66.9

Percentage of fiscal year division operating expenditures for instructional costs 75.4 71.6 70.3

71

Finance - Per-Pupil Expenditures



The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.





72

Per-Pupil Expenditures 2018-2019 Division State

End-of-Year Average Daily Membership 17,593.94 1,283,269

School-Level Expenditures Per-Pupil

Federal $287 $413

State/Local $7,314 $8,352

Total $7,601 $8,765

Division-Level Expenditures Per-Pupil

Federal $60 $138

State/Local $2,480 $3,208

Total $2,540 $3,346

Total Per-Pupil Expenditures $10,141 $12,111

Expenditure Summary

Excluded from Per-Pupil Formula $22,258,138 $2,978,890,828

Total Expenditures $178,426,911 $15,541,616,335

73

Finance - Sources of Financial Support Per-Pupil



School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Years of Data 2016-2017 2017-2018 2018-2019



http://www.doe.virginia.gov/boe/quality/index.shtml

http://www.doe.virginia.gov/school_finance/budget/compositeindex_local_abilitypay/index.shtml


74

Sources of Financial Support Per-Pupil

Type Local State Federal

2016-2017 Division $4,665 $4,815 $524

State $6,248 $5,052 $871

2017-2018 Division $5,052 $5,014 $520

State $6,462 $5,219 $867

2018-2019 Division $5,009 $5,133 $538

State $6,642 $5,388 $901

75

VHSL Participation Rates


Description This is the number of students who have participated in VHSL sports and activities within the county. Students can participate in multiple sports and activities and would have been accounted for more than once.

Years of Data 2017-2018 2018-2019 2019-2020


HCPS Employee Contact Curriculum Specialist- Health, Physical Education and

Driver’s Education

76

VHSL Participation Data

Year Student Participants*

2017-2018 3526

2018-2019 3463

2019-2020 3540

*Note that a student could have participated in multiple VHSL sports and activities and counted multiple times.

77

Federal Program: Title I


Description Hanover County Public Schools (HCPS) provides supplemental instruction support to elementary schools who serve a high percentage of students from poverty. HCPS has a responsibility to provide basic school operating funds for the education of all students and all school sites. in a way that meets basic state mandates. Title/Skipped School funds are IN ADDITION to operating funds and are to be used in ways that enhance core programs and operations.

● Title I schools - Schools that educate a significant percentage of students from poverty. These schools receive supplemental funding through Title I Part A of the Elementary and Secondary Education Act.

● Skipped Schools - Schools that educate a significant percentage of students from poverty and also receive supplemental funding. However, funding comes from the local or state levels as opposed to the federal level. This funding must be comparable to the amount of funds the school would have received under Title I and must be used in a “Title I-like way”. (Sattler, C., 2010, p. 16)

● Literacy Coach: The Literacy Coach works collaboratively with school level leaders and the HCPS Language Arts Curriculum Specialist to improve the literacy programs of their schools.

● Family Engagement and Behavior Intervention Specialists (FEBIS): These individuals foster the engagement of families in their students’ educational programs and work with families to promote consistent school attendance. They also work with their schools’ administrations to build the capacity of faculty members to support students both behaviorally and socially.

● Supplemental Reading Specialists (SRS): These individuals are literacy leaders in their schools and collaborate with the Core Reading Specialists to support their school’s literacy program. They provide direct supplemental reading instruction and may also serve as Reading Recovery® teachers for their schools. They work with the school’s administration, Core Literacy Coach, and Core Reading Specialist to provide professional development support to help improve the quality of the schoolwide literacy program.

● Reading and Mathematics Resource Teachers (RMRT): These individuals provide direct supplemental reading and/or math instruction.

● Supplemental School Counselor: This position provides individual and small-group counseling and classroom guidance services to students, as well as advocate for students and work with other individuals and organizations to promote academic, career, and personal/social development for all students.

● Instructional Assistants: These positions may also be utilized to supplement instruction for eligible students. These individuals must work under the direct supervision of a teacher in one of the above three categories. They provide 1:1 or small group assistance to eligible students

Years of Data Ongoing


HCPS Employee Contact Coordinator of Federal Programs

78Title I funds may not be used to provide services:

● the school division is required to make available under federal, state, or local law. ● the school division provided with non-federal funds the previous year. ● for children participating in a Title I program that the division provided with non-federal funds to children not

participating in Title I. (Sattler, C., 2010, p. 64)

HCPS serves the four schools through Schoolwide Programs. The focus of these programs is providing services and activities to ALL students in the school (regardless of economic status) in order to improve the school’s academic performance overall.

A Schoolwide plan is divided in line with the school’s CSIP must be developed based upon a comprehensive needs assessment taking into account a wide variety of data sources.

Supplemental services are arranged so as to not detract from the critical time students spend with their classroom teachers on activities such as direct instruction, small group instruction, and introduction of new skills.

Supplemental services should limit the amount of transitions for a student. Services should be provided in the general education classroom with limited exceptions (ie, Reading Recovery).

Small group size for services - average - 4 to 6 students Reading Recovery - 1:1 delivery model

Supplemental services should begin by the 2nd week of school. Schedules are fluid and based on data review.

Elmont (Title I) 1- Reading Specialist/ HCPS Reading Recovery® Teacher Leader 1- Literacy Coach 1- Supplemental Reading Specialist (Reading Recovery® Teacher) 2- Reading and Mathematics Resource Teacher

Henry Clay (Skipped School) 1- Family Engagement and Behavior Intervention Specialist 1- Literacy Coach 1- Reading Specialist 1- Supplemental Reading Specialist (Reading Recovery® Teacher) 2- Reading/Math Resource Teacher

John Gandy (Skipped School) 1- Literacy Coach 1- Family Engagement and Behavior Intervention Specialist 1- Supplemental Reading Specialist 1- Reading/Math Resource Teacher

Mechanicsville (Title I School) 1- Literacy Coach 1-Family Engagement and Behavior Intervention Specialist 1- Supplemental School Counselor 3- Supplemental Reading Specialist (Reading Recovery® Teacher) 2- Reading and Mathematics Resource Teacher 1- Instructional Assistant

79

Federal Programs: Title II


Description Title II Program for Hanover County Public Schools provides funding for staff development in all schools. Each school receives funds for professional development for teachers, professional conferences, and consultants who provide subject area expertise.

Allocation of funds to schools in the Title II Program in the Hanover County Public Schools is based on academic and economic need. All staff development activities are designed to improve instruction and increase student achievement on the Virginia Standards of Learning.

Years of Data Ongoing


HCPS Employee Contact Director of Federal Programs

80

Federal Programs: Title III


Description The Title III Federal Program provides services for English language learners who need intensive instruction to develop English proficiency through individual and small group instruction. Program funding supports tutoring, professional development for teachers, consultants, parent involvement activities, and instructional materials.

The provided graphic gives information on languages spoken by Hanover County students.



HCPS Employee Contact Curriculum Specialist- World Languages and ESOL

8161 languages spoken by 845 English-language learners in HCPS

484 Spanish Speakers 73 Arabic Speakers

44 Chinese Speakers 25 Vietnamese Speakers

24 Burmese Speakers

82

Federal Programs: Title IV


Description Title IV, Part A, funds are intended to improve students’ academic achievement by increasing the capacity of states, school divisions, and local communities to: provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology in order to improve the academic achievement and digital literacy of all students.

Summer 2020 Jumpstart Additional Teachers Jumpstart Nurses

Bilingual Hispanic Family Liaison Increase parent and family involvement in schools by establishing effective communication between home and school. Provide community outreach and training opportunities for Hispanic families that impact the academic performance of our English language learners.



HCPS Employee Contact Coordinator of Federal Programs

83Funding Allocations

● At least 20% of funds for activities to support well-rounded educational opportunities ● At least 20% of funds for activities to support safe and healthy students ● No more than 15% of funds for technology infrastructure, (devices, equipment, software applications, platforms,

digital instructional resources and/or other one-time IT purchases)

Goal #1 Using baseline data from the end of the 2019-2020 school year, by the end of the 1st quarter of the 2020-2021 school year, 85% of students who attended the Jumpstart program will recouped reading skills lost during school closure from Covid-19 as measured by Benchmark Assessment System (BAS) data.

1. Students attending the Jumpstart Program. 2. Students will be taught by teachers who are fully licensed by the VDOE and who have access to high-quality

professional development activities; 3. Teachers and administrators will utilize assessment tools to assist with data disaggregation and instructional

decision making; 4. Instructional materials, hardware/software, and assessment materials will supplement core instruction. 5. Social-emotional curriculum and self regulation strategies will be taught to maximize learning time for students. 6. A balanced literacy program will be used, to include, literacy instruction using Jan Richardson Guided Reading

lesson framework as a tool for planning and instruction for guided reading, Fountas and Pinnell Classroom, teaching from Fountas and Pinnell Continuum, Being a Writer, Daily 5 and daily independent reading time.

Goal #2 By the beginning of the 2020-2021 school year, at all 15 elementary schools in HCPS, materials and resources on Covid-19 prevention, will be available and tailored to the needs of families, as measured by parent input and data logs, tracking requests for materials and resources.

1. Print materials on Covid-19 prevention in families native languages provided. 2. Based on evolving research, on-line videos and resources that are housed in a central location, with accessibility

to all families. 3. CDC guidelines and training for nurses and clinic attendants. 4. Training to school staff on responding to questions from stakeholders.

Goal #3 By the end of the 2020-2021 school year, 100% of secondary teachers and support personnel (ITRTs) will have participated in intensive, high-quality training in technology, as evidenced by professional growth portfolios.

1. Staff will participate in high-quality professional development by taking courses and attending conferences. 2. Staff will remain current research-based instructional methods, analyze data and work collaboratively to plan for

instruction, and plan for professional growth through the teacher evaluation process. 3. Instructors will differentiate instruction to support the learning needs and styles of all learners (special education,

at-risk students, homeless students, and EL students).

equity data report 2020 - 2021

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