henderson county early college high school · henderson county early college high school mission...

Henderson County Public Schools - 1 - 10/30/2015

Henderson County Early College High School

Continuous School Improvement Plan

2015-2016

Submitted: November 2, 2015


Table of Contents

School Improvement Team Members, Statement of Assurances………………………………….3

Mission and Belief Statements…………………………………………………………..……………..4

Mission and Belief Statements

School Vision and Goals……………………………………………………………………………...…5

School Profile Narrative Summary……………….................................................................................6

Action Plan…………………………………………………..…………………………………………..…7

● #Goal_1

● #Goal_2

● #Goal_3

Plan for duty free lunch and planning time…………………………………………………………11

Waiver (s)..……………………………………………………………………………………………….12

● #HCPS_Waivers_1

● #NCSBE_Waivers_2


The School Improvement Plan has been developed and aligned to the requirements of the following

initiatives.

● Henderson County Public Schools Strategic Plan and Technology Plan

● NC Accountability Model

● ADvanED School and District Accreditation Standards

● Federal and State RttT Standards

The following are members of the School Improvement Team as specified by legislation.

Team Member Position Team Member Position

Ms. Beth Caudle Principal/SIT

Secretary

Mr. Cody Frady PE Teacher/Career

Development

Counselor

Mr. Matt Witt Teacher

Representative

Ms. Natalie Pierce Teacher

Representative

Mr. Tom Savage Teacher

Representative

Mr. Rick Martinez SIT

Chairman/Teacher

Representative

Ms. Mandi Willingham Guidance

Counselor

Mrs. Dee Rojas Academic Tutor

Ms. Alyssa Franco Foreign Language

Teacher

Mrs. Patti Martinez Teacher

Representative

Ms. Lisa Beddingfield Graduation Project

/ Study Group

Facilitator

Mrs. Liz Prince Online NCVPS /

BRCC Online

Facilitator / SIT

Secretary

Ms. Michelle Haney Support Staff

Representative

Mrs. Mary Malak Parent

Representative

Ms. Lisa Hill College Liaison Mr. Tyrone

Brandyburg

Parent

Representative

Ms. Sharon Ashe County Office

Representative

Mr. Archie Case Parent

Representative

Ms. Pam Sutton Instructional

Coach

Representative

Jasen Sanchez Student Body

President/Student

Representative

Members include the entire HCEC faculty and staff, Instructional Coach, parents and students as

the representatives for our School Improvement Team. The School Improvement Plan was approved by secret ballot vote on 2 Nov 2016.

2 Nov 2015 Principal School Improvement Chair Date


Mission and Beliefs

Henderson County Public Schools’ Mission Statement

“Henderson County Public Schools will provide all students the opportunity to learn and the

encouragement to succeed in a safe environment. We will honor the individual and nurture the potential

of all children.”

Guiding Principle: The success of a child is the result of a collaborative partnership of school, child

parent and community.

Henderson County Public Schools Core Values We are here for the children we serve.

● We value each child.

● We value the development of the whole child.

● We value a safe, supportive, and caring learning environment.

● We value respect, honesty, and integrity.

● We value the commitment of quality employees.

● We value effective learning through high quality instruction.

● We value the pursuit of excellence.

Henderson County Early College High School Mission Statement

The Henderson County Early College provides a personalized, goal-oriented, rigorous educational

program. Our unique environment allows us to truly know our students so that we may help them define

and reach their college, career and life goals.

Henderson County Early College High School Beliefs

1. The Henderson County Early College strongly believes we are here for our students.

2. We believe in providing a warm, safe, and inviting environment which supports academic and

social success for all students.

3. It is our goal for our students to achieve the Honor School of Excellence designation, to increase

student motivation and success, and to maintain a low discipline referral rate and a high

classroom attendance rate.

School Vision:

Inspiring Success


The following are agreed upon goals that will support our vision for student achievement.

Goal 1. Henderson County Early College High School will increase student proficiency from 82% to

87% in literacy as measured by ACT Reading scores and English II EOC scores.

Goal 2. Henderson County Early College High School will increase student proficiency from 67% to

72% in mathematics as measured by ACT mathematics scores and Math I EOC scores.

The 2015-2016 School Improvement Plan was developed by the staff, students, and parents of the

Henderson County Early College High School’s School Improvement Team. Data was collected from the

ADvancED self-assessment, the NCNSP self-assessment, the Teacher Working Condition Survey

(TWCS), student educational data, and Educational Value Added Assessment Systems (EVAAS) to

identify our strengths and weaknesses. Our team worked together to find common, attainable goals for

the success of our students based on the information below:

HCEC strengths:

● 97% of eleventh graders scored higher than a 17 on the ACT composite (2015)

● 95.1% of students enrolled in College classes passed the courses with a “C” or better.

● The number of eleventh grade students that scored below the ACT writing benchmark for

predicting college readiness, was:

33 % in 2014

18% in 2015

● The number of eleventh grade students that scored below the ACT math benchmark for predicting

college readiness, was:

77 % in 2015

59% in 2015

HCEC weaknesses:

● There are too many students taking online classes because there are not enough core teachers.

● Students are the least college ready in the area of math based on ACT results with 41% meeting

the benchmark score of 22 (2015).


School Profile Narrative Summary

Henderson County Early College (HCEC) is a 5-year high school and college program that is located

on the campus of Blue Ridge Community College. HCEC is a collaborative effort between Henderson

County Public Schools (HCPS) and Blue Ridge Community College (BRCC), and North Carolina New

Schools (NCNS). Students from four (4) district high schools, private schools, and home schools can enroll

by application. Last year, 44 rising 9th graders were added for a total student population of 195. Students

are considered on the basis of first generation college attendance; financial need, and potential to be

successful in high school and college studies. 87 % of our students are first-generation college attendees

and 55 % qualify for free/reduced lunch status. 36% of our students are minority and 57% are female. At

least 80% of the HCEC student body must be from a category that is underrepresented in a four year college

or university.

HCEC is the highest performing high school in the district. For the 2014-15 school year, HCEC

met 12/12 AMO (AYP) targets, had the highest proficiency rating for the district in all EOC testing, and

received the Exceeded Expected Growth designation in Biology, English II and Math I. Also, over 97%

the students taking the ACT received a composite score of 17 or better.

The HCEC graduation rate for 2014-15 was once again 100% and we received the 100% Graduation

Club Award presented by State Superintendent June Atkinson. Additional recognition by U.S. News Report

and Schooldigger ranks HCEC as 3rd out of 580 NC high schools in achievement.

In the 2013-14 school year and continuing in an expanded form this year, the high school and college

advisement program, staffed by a Guidance Counselor, ½ time Career Development Counselor, and College

Liaison focused on personalization – investing in our student’s welfare, care and well-being both at school

and partnering with families and community organizations so that no student that was enrolled on the first

day of 2014-15 was withdrawn from HCEC as a non-attender or drop-out.

The high school and college advisement program incorporates interest surveys, placement testing,

course selection, career planning, and scholarship application assistance. In the 2014-15 school year, HCEC

employed two tutors that assisted students in group and individual tutoring sessions. Seventeen high school

courses are taught by 4.5 certified high school teachers and instruction is delivered at the Honors

level. Students begin taking college courses in 9th grade. All college courses are taught by community

college instructors and in most cases, earn honors credit. Some college courses carry dual credit as required

or elective courses for the high school diploma and Associate's in Arts degree.

At the end of five years, students earn their high school diploma and most earn an Associate in

Arts degree (61 credit hours as required by BRCC) or two years of transferable credit. Additional local

requirements include the completion of a Graduation Project. Students that do not earn the AA degree are

able to transfer their college course credits (with a grade of C or better) to other NC colleges or

universities so that those students may continue their education at a four-year college or university.


School Improvement Plan for 2015 - 2016

Goal 1 Henderson County Early College High School will increase student proficiency from 82% to 87% in literacy as measured by

ACT Reading scores and English II EOC scores Measurable

Objective Strategy Progress Monitoring Timeline of

Evaluation,

including interim

& final

Professional Learning

Needed to Support

Strategy

Resources

Required/ Budgeted

Person(s)

Responsible

1. 90 percent of

Early College

students will

demonstrate

proficiency on

English II EOC

assessment.

1. Teachers will be part of data teams that will

collect and chart data, analyze data and

prioritize needs, establish SMART goals,

select instructional strategies and determine

results indicators in the area of college

readiness in writing. 2. Students will increase active learning

through technology and online lessons/labs

utilizing both college and high school

equipment including IPADs Chromebooks

and Net books.

Student Outcomes: Progress reports, PEPs,

Benchmark assessments,

course work, projects, and

other assessments Teacher Outcomes: Unit plans, lesson plans,

parent contact logs,

rounds, tutoring,

intervention, PLC on

collaboration and Data

Team process

Student Outcomes: At least every 4.5

weeks

Teacher

Outcomes: At least every 4.5

weeks

Teachers and

instructional coaches

need to collaborate in

order to improve

instruction through the

use of the Data Team

Process, Learner

Centered Strategies

(NCNS) and Learning

Focused Strategies.

Professional

Development Instructional

Coaches

Teachers,

principal, and

instructional

coaches, college

liaison

2. 90 percent of

Early College

students will

demonstrate

improvement in

ACT Reading

scores by achieving

higher scores than

their PLAN Reading

scores

1. The Early College will offer an ACT

preparation course primarily for juniors who

achieved lower PLAN scores but also for

interested seniors. The course will be offered

as an elective and will include preparation

modules for ACT Reading. 2. Struggling students will be scheduled into

a class that will scaffold their success in

learning skills that will prepare them for

rigorous, non-developmental college courses.

Student Outcomes: portfolio, final course

grades, Academic

Probation Contract Teacher Outcomes: Tutoring, intervention,

class schedules,

walkthroughs

Student Outcomes: Every 2-4 weeks

Teacher

Outcomes: At least every 2 -4

weeks, and the end

of the semester

- HCEC should

continue to

collaborate with

other Early Colleges

to share best

practices.

- Tutors will continue

to be familiar with

courses and syllabi.

Professional

Development Salaries for

tutors

Career

Development

Counselor,

tutor, teachers,

principal,

college liaison


Goal 2: Henderson County Early College High School will increase student proficiency from 67% to 72% in mathematics as

measured by ACT mathematics scores and Math I EOC scores. Measurable Objective Strategy Progress Monitoring Timeline of

Evaluation,

including interim

& final


Needed to Support

Strategy

Resources Required/ Budgeted

Person(s)

Responsible

1 (a) 80 percent of

Early College juniors

will demonstrate

improvement in ACT

Math scores by

achieving higher

scores than their

PLAN Math scores.

1. The Early College will offer an ACT

preparation course primarily for juniors

who achieved lower PLAN scores but also

for interested seniors. The course will be

offered as an elective and will include

preparation modules for ACT

Mathematics. 2. The Mathematics III core course taken

primarily by juniors, will include topics on

ACT test-taking strategies and pertinent

ACT math topics. 3. The homeroom facilitators for the

juniors will include ACT Math instruction

weekly starting second semester until the

administration of the ACT.

Student Outcomes: -Plan achievement

data - Data team analysis -ACT practice

assessments

Teacher Outcomes: -Parent feedback -Walkthrough feedback -Peer School Review

feedback - Rounds feedback

Student

Outcomes: -ACT Math score Teacher

Outcomes: Weekly meetings

and student

conferences

Professional

Development Technology Training

HCEC

Faculty/Staff -Data Manager -Principal -Counselor -BRCC Liaison -HCEC Students -SGA -Parents -BRCC STAR

Center -HCEC

Instructional

Technology and

training

HCEC

Faculty/Staff

(b) 80 percent of Early

College freshmen will

demonstrate college-

ready on the Math I

EOC by achieving a

score of 4 or 5.

1. The mathematics teachers will use the

latest technology advances and curriculum

standards in ensuring all freshmen are

sufficiently prepared for the EOC. This

includes two rounds of district benchmark

testing and the state-administered EOC. 2. All core teachers will include test-

taking strategies in their curriculum.

Student Outcomes: -Benchmark

assessments -PEPs -Formative and

summative assessments Teacher Outcomes: -Student grades –Data Teams -Provide parent

involvement

opportunities (i.e.

Technology Night,

Open House, and

Parent Conferences) -Guidance lessons - Teacher Moodles - Writing Moodle

Student

Outcomes: EOC Math I score Teacher

Outcomes: -Mid-term,

benchmark and

final grade reports

Professional

Development : Data Team Training Technology Training Collaboration with

other Early Colleges,

Peer School Review EVAAS training

HCEC

Faculty/Staff -Data Manager -Principal -Counselor -BRCC Liaison -Teacher Assistants -HCEC Students -SGA -Parents -Review

Committee Net books,

Chromebooks,

personal devices

and IPADS

HCEC

Faculty/Staff


Goal 3 : Henderson County Early College High School will have an efficient, safe and positive learning and teaching environment,

as evidenced by a five percent increase in stakeholder satisfaction on the Teacher’s Working Conditions Survey and an attendance

rate of at least ninety-five percent.

Measurable Objective Strategy Progress Monitoring

Timeline of

Evaluation,

including interim

& final


Needed to Support

Strategy

Resources Required/ Budgeted

Person(s)

Responsible

1. The school campus

will be cleaner and more

conducive to learning as

evidenced by a ten

percent improvement in

stakeholder satisfaction.

The principal will be a part of the

BRCC safety committee and discuss

campus projects with the

appropriate staff. Change lunch procedures, assembly

procedures and teacher duties.

Student Outcomes: Positive Survey

responses and informal

feedback. Stakeholder Outcomes: Survey responses and

informal feedback. Teacher Working

Conditions Survey

Student

Outcomes: Ongoing Stakeholder

outcomes: ongoing

Custodial training, as

needed Student and Teacher

communications

Instructional Funds Duty Rosters Student

Communications

Principals Custodians Teachers

2. School climate and

educational relationships

will improve, as

evidenced by a 5%

increase in stakeholder

satisfaction, and a

student attendance rate of

95%.

Continue the homeroom structure to

facilitate a “smaller school” and

more individualized attention to

student progress. Increase the quality and type of

communication to parents regarding

student attendance.

Student Outcomes: Student performance

data, progress reports

and survey data, Teacher Outcomes: Processing Data,

teacher survey results

and progress reports Teacher Working

Conditions Survey

Student

Outcomes: Every

grading period,

year-end Teacher

outcomes: Grading Periods,

Teacher

Observations and

Year-End

Research-based

homeroom structures and

curriculum, Ruby Payne:

Framework for

Understanding Poverty Ruby Payne: Helping

Under-resourced

Learners North Carolina Teacher

Working Condition

Survey

Student Code of

Conduct, Discipline

Procedures Homeroom

materials, Parent

Assist, Alert Now®,

Electronic

newsletters, student

surveys of their

teachers

Principals Teachers Instructional

Coach Counselors


Goal 3 continued… Measurable

Objective Strategy Progress Monitoring Timeline of

Evaluation,

including interim

& final


Needed to Support

Strategy

Resources

Required/ Budgeted

Person(s)

Responsible

3. All staff will

follow the

Henderson County

Emergency

Procedures Guide

for Safe Schools.

Staff will:

1. Participate in school-wide review of all

drills and practice the emergency

procedures with fidelity.

2. Complete School Safety Assessment

Inventory and address any deficiencies

or areas of concern.

● Document practice of

emergency procedures

● Checklist for the safe

and orderly

assessments

● Monthly fire drills &

monthly facility

inspection reports

● Yearly tornado and

coded drills

Student Outcomes: ● Daily

● Weekly

● Monthly

● Quarterly

● Annually

Teacher

Outcomes: ● Daily

● Weekly

● Monthly

● Quarterly

● Annually

● Nurse Training at

beginning of school

year

● Videos

● Mock dismissal

● Mock Drills

● School Safety

Inventory

● Videos

● Critical

Incident

Box

● Emergency

Procedure

flip chart

● Walkie-

Talkies

● Teachers

● School

Nurse

● Students

● Office

Staff

● Custodial

Staff

● Bus

Drivers

● Principal


Building-Level Waiver Request

2015-2016

Henderson County Public Schools


Cooperative Innovative Education Waivers

Identify the law, regulation or policy from which you are seeking an exemption.

All waiver requests are related to GS 115C-84.2 School Calendar Bill, SBE Policy HSP-N-000 NC

Graduation Requirements, HCPS Board Policy 605 Graduation Requirements, and 910 School Bus

Transportation.

Please state how the waiver will be used.

Waivers are used to allow the most effective implementation of the Early College concept by allowing the

school calendar to match more closely the community college calendar, to provide transportation of Early

College students from their district schools to the community college, allow students to take college

courses, some of which will count as high school credit and accelerate their course work to meet high

school and college degree requirements.

Please state how the waiver will promote achievement of performance goals.

Performance goals for the Early College are very rigorous. Waivers allow students to perform at an

accelerated pace while meeting requirements for graduation and earning college credit to complete the

five-year Early College program.


Henderson County Public Schools


Cooperative Innovative Education Waivers

Waiver Exemption Description LEAs Waiver Number

Permit the Early College High Schools

to “blend” high school and community

college courses.

Henderson County Public

Schools

1

Schools accepted under this act should

be automatically considered for and

granted a waiver under the calendar bill

regulating the opening and ending dates

of the public school instructional

calendar.


Schools

2

Allow the sites to develop a testing

calendar for the administration of state

tests that may differ from the usual

state timeline.


Schools

3

Allow students to count a college class

for core graduation requirements

provided they pass the EOC for the

course.


Schools

4

Allow students to enroll in summer

community college courses for which

they are eligible even if they have not

taken the equivalent of one-half or a

full-time schedule of high school

classes during the preceding year.


Schools

5

Allow full-time students who are

enrolled in one high school course to

enroll in more than one community

college course for which they are

eligible.


Schools

6

Pending legislative appropriations,

schools applying under this act should

be exempt from the existing

requirements of seven paid staff

members and one hundred students to

qualify for state support for a principal,

paid at level three.


Schools

7

Hold Learn and Earn ECHS harmless

from the negative impact on current

transportation efficiency formulas for

providing transportation to students to

the new early college high school


Schools

8

Return to Table of Contents


Final Standard Cooperative Innovative Education Program Waivers

Approved by the NC State School Board SBE

Waiver-ID

Waiver Exemption Description Applicable Conditions Waiver Type

CA-1 Waive requirements of 115C-84.2

(“Calendar Bill”), regulating the

opening and ending dates of the

public school instructional

calendar.

Automatic exemption applies

only to schools operating on

the campus of a community

college or university; all others

must request waiver.

Calendar

P-1 Waive requirements of seven paid

staff members and/or one hundred

students to qualify for state

support for a principal, paid at

level three.

Allowed for 1st year only; after

the first year, programs without

seven paid staff and 100

students must support

principals using local funds.

Personnel

P-2 Allow the NC principal

certification requirements to be

waived.

Non-certified principals shall

enroll in an accredited principal

certification program and shall

complete certification within

three years.

Personnel

CU-1

Allow students to meet graduation

requirements by substituting a

college-level course for an

approved high school course, as

appropriate. This includes

permitting multi-course sequences

to meet requirements, and includes

all core curriculum areas and

foreign languages.

● School must specify in their

application the high school

course(s) to be replaced

(i.e., English II) and the

associated college-level

course(s) (i.e., ENG 211

and 212) for which credit

will be given.

● Students must pass the

college-level course.

● Students must pass the

EOC exam only when the

EOC is part of the high

school exit requirement.

Curriculum

CU-2 General Statute 15c North

Carolina Administrative Code-

Subchapter 6D –Instruction

Section. 001 (“Seat Time”).

Allow school flexibility to vary

the 135/150 clock hour

requirements for awarding

a unit of credit based on

student performance.

Curriculum

TST-1 Allow Early College High School

students to test out of required

high school courses by taking and

passing the End-of-Course Test.

Students must score at the 70th

percentile or higher on the

EOC to obtain the exemption.

Testing


TST-2 Allow Early College High School

students to test out of required

non-EOC high school courses by

scoring 85 or higher on requisite

final exams.

Students must score at least an

85 on the course final exam.

Testing

Building-Level Waiver Request

2015

School: Henderson County

Early College High School

LEA Number: 450 School Number: 354

Please insert the waiver you are requesting. (State Request)

Allow school flexibility to vary the 1035 clock hour requirements for awarding a unit of credit based

on student performance.


General Statute 15c North Carolina Administrative Code- Subchapter 6D – Instruction Section.

001 –Curriculum #2 “Seat Time”


The waiver will be used to award credit upon demonstration of mastery of course objectives in high

school and college classes that do not meet for a full ninety minutes.


The waiver will provide the necessary flexibility to allow students to take high school and college

courses simultaneously to get their high school diploma and up to two years of college: transferable

credit, certificate, diploma and /or degree within a five year time frame.


School: Henderson County

Early College High School

LEA Number: 450 School Number: 354

Please insert the waiver you are requesting. (State Request)

We are requesting the flexibility to use state textbook funds to purchase texts that are not on the current

state-approved adoption list.


General Statute 115c-9b: Use of textbooks not adopted by the State Board of Education


Currently, there are a limited number of textbook titles available on the state-approved textbook list.

This waiver permits us the flexibility to use state textbook funds to purchase texts that are currently in

use in the district, but are no longer available on state contract and for texts that we already purchase off

state contract. Additionally, the waiver would allow us the flexibility to purchase texts off the state

contract for courses for which there is no text available.


While teachers integrate many supplementary resources into classroom instruction, student texts are

basic and essential instructional materials.

11/2/15 11/2/15

Principal Date Chairman Date

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