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Henrico County Public Schools is anchored around the following four cornerstones: Student Safety, Academic Progress, Closing Gaps and Relationships. The resources accessible through this folder will provide the Strategic Planning Committee with a practical perspective on how these cornerstones exist today.

Please choose two (2) of these cornerstones and define each of them in a short paragraph. In your definitions, cite language from pertinent resources from this folder. By or before January 11 th, post your definitions on this discussion board.

Your thoughtful interpretation of these cornerstones will be instrumental in framing the committee’s work and will inform our planning on January 18 th.

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Relationships
Student Safety
Student safety is a priority for HCPS; expectations are clear and training is paramount for successful communication and positive response and intervention. Bullying continues to be a very real area of concern for many stakeholders. The revamped Student Code of Conduct has received national attention, which continues to put our programs in the limelight. Student mental health and wellness programs are strong venues for helping all students work through conflicts and emotions. Stakeholder comments indicate there are many areas where improvements can be made while others indicate that this is an area that is improving. No matter the case, students thrive in an environment where they feel safe and secure; teachers and staff members are most effective when they feel safe and secure as well.

Heidi Craft

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Academic Progress:

The school division’s commitment to shaping curriculum, instruction, and student experience with relevance to both today and tomorrow.  By identifying academic progress as a cornerstone, HCPS has simultaneously committed to continuous school improvement.  The focus on “enrolled, enlisted, employed” for graduating seniors demonstrates this commitment to all students. Finding and identifying a path for each student after graduation rather than simply “preparing” students for life after high school affords measurable focus and accountability.  Additionally, the K-12 literacy plan addresses a research-based practice for school improvement while also creating vertical alignment in practice and philosophy in feeder patterns.  Combine these efforts with increased awareness and redesign of ACE and specialty Centers, and HCPS truly has become a division that educates the whole child and provides opportunities for all learners.

Relationships:

Henrico County’s focus on relationships as a cornerstone demonstrates a strong commitment to people…as both individuals and stakeholder groups.  Stakeholder survey data indicates growth, particularly above national averages, in areas such as voice, communication, and outreach and engagement.  Both student and family engagement have been at the forefront of school improvement efforts for the division, and this recognition of the strong partnership necessary between school and family, as well as school and community, will become the catalyst for real growth in both academic progress and closing gaps.

John Phillips

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HCPS will implement innovative long term strategies in early elementary as a way to close gaps in middle and high school. Smaller classroom sizes and increased intervention staff will be needed in the elementary grades. A greater focus on the reading, writing and math essentials for students who demonstrate learning gaps in elementary is essential for a student's long term success.

Safety

Safety encompasses all that staff do each day. It is the basis for optimal student learning and should continue to be a priority in schools.

Andrea Fry

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Relationships & safety
Relationships- Relationship is important, making good relationships with others will help in a lot of things that may happened any day. Positive and good relationships will make a students feel comfortable also will make them to ask and find an answer of their question. Students sometimes come from another state or school, also from another countries and they feel worried about how their first day will be in the school. The Relationship in the school will make them feel like we all like family and no one is different from the other person and we all here to help people that need help.

Safety- In schools in all levels everyone should feel safe. Safety doesn’t just come from people out the school even inside the school. Sometimes words or conversation make other to feel that they are not safe. Sometimes there are students who can’t talk about it and keep quiet and feel hurt. Positive and good relationships will solve it. Safety is to let the everyone in the school feel comfortable and have a good day to get education. Classes also involved with safety for Example science classes have a safety paper before starting a lab or any other classwork. Safety should be everywhere in the school also helps people to have a good day and to feel comfortable to educate.

-Reman Albedaiwi

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Safety

Safety is the perception of being able to achieve the envisioned goals in an environment free of fear or at least the belief that fear inducing elements are being addressed in a logical, informed, and effective manner. Safety is an important aspect of all stakeholders: students, teachers, administrators, faculty, staff, and the community at large. It is critical to the success of the school system. Having a common definition of safety (what elements need to be protected against or educated towards) is necessary to align the actions to achieve this cornerstone by engagement and valuing the attributes of each stakeholder. Each has a responsibility to contribute to the safe environment by controlling what they have the most control over. By empowering all stakeholders to contribute to safety AND provide a means to communicate accountability, forward progress can be maintained. Stakeholder success needs to be communicated to all in a manner identifying what is working well and what needs improvement and then gain insight through active participation with the shareholder groups.

Relationships

Positive relationships form the basis of the feeling of community. Relationships extend well beyond the walls of the school and into the surrounding areas. The basis of positive relationships includes respect, integrity, acceptance, engagement, and a sense of self-worth and contributing value to the larger picture. By providing a common vision for the value of positive relationships and their importance in sustaining progress towards common goals, as well as the expected success metrics of these positive relationships, effort may be applied to maintaining what is working well while providing strategies for how to improve aspects contributing to negative/undesirable relationships. Students, teachers, faculty, and staff are the nucleus to set the positive example.

-Aaron Zdinak

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Closing Gaps:

Closing gaps is about prioritizing equality of opportunity to students, regardless of race, gender, sexual orientation, and socioeconomic status. To close gaps, HCPS should address disproportionality in a proactive manner. For example, the statistic that African American students account for 36% of HCPS students, but 77% of out of school suspensions is troubling because it suggest that African American students are treated unfairly in the discipline process. In particular, HCPS should focus on racial equality in discipline, but other issues, such as the number of advanced classes offered at high schools, should also be investigated through the lens of equality. HCPS should use a data-driven approach when investigating issues of equality, but also supplement the data with student, parent, and teacher perspectives.

Academic Progress:

Academic progress is about ensuring that students learn each day that they are at school and that schools are accredited. For elementary school students, academic progress means that high performers, average students, and struggling students are engaged with material. For middle and high school students, ensuring academic progress means that all students are in a productive learning environment, and specialty centers are not used to cover up an otherwise failing school. To help students achieve academic progress, HCPS should improve access to gifted services (especially in the East End), give students more course options so they are interested in the material, and fund remedial services such as after school pay for teachers .
-Shaila Lothe

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Closing Gaps – Closing the gap as a cornerstone for Henrico County Public Schools could refer to several different things, but one thing that immediately strikes me is the gap between the schools in Western vs. Eastern Henrico.  As a lifelong resident of this area, even as a young student in Eastern Henrico there was a prevalent stereotype that the schools in the East End were not as nice (the education wasn’t as good, or they weren’t as safe).  Recent examples reflecting some of this disparity:  Twenty-four Henrico County schools earned 2017 Virginia Index of Performance Awards for advanced learning and achievement – the most in the Richmond area, but unfortunately none of them in Eastern Henrico.  When looking at 2016-2017 Average ACT Scores, Henrico’s average scores are comparable to the average in the state, and higher than the national averages, but Highland Springs and Varina have the lowest scores by far of all the high schools in every single category.  Regarding accreditation, there are a number of schools that are not fully accredited – 8 partially accredited schools and 5 denied – most located in the Eastern portion of the County.  It is clear much work is being done to improve these numbers, but again a geographical disparity is evident.  This disparity is likely attributed to multiple factors, for example, different socio-economical situations, but is not affected by other factors that also seem very relevant, such as class size (as the PTR is calculated in the available documents).  While it is impossible with just a paragraph to look in depth at “closing gaps” which is appropriate in a variety of applications, having been exposed to decades of a need for progress in Eastern Henrico schools and the corresponding statistical data that supports this, there is a true need to work on closing gaps in these geographical disparities.           Student safety – Student safety can be attended to in various ways.  One way is physical safety, such as proper maintenance of all school buildings and facilities, so that environments for both learning and extracurricular activities are in safe, clean, hazard free conditions. Other ways safety is impacted is by locking school doors, monitoring all visitors to school property, and training staff to be vigilant.  Students also need to be protected from one another in that there is a segment of the student population that may have behavioral issues that potentially impact not just another student’s learning but their actual safety – like bullying and fighting.  Yet another consideration is a student’s safety as it relates to technology, which is rapidly evolving and ever-changing.  It is reassuring that all Henrico Schools must have an Acceptable Use Policy and an Internet Safety Plan and are required by the Children’s Internet and Protection Act to educate minors on appropriate online behavior.  Perhaps a standardized implementation plan could be utilized to ensure all children receive the same content, and every effort could be made to address the various social media platforms that exist and how children can continue to better safeguard themselves online despite a constant exposure to their peers and a potential to compromise their safety by doing things like disclosing their personal information, and oversharing to the extent that they expose other vulnerabilities (others can determine when they will be away from their home or their whereabouts at any given time, etc.) to name a few dangers.  

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Closing Gaps – Closing the gap as a cornerstone for Henrico County Public Schools could refer to several different things, but one thing that immediately strikes me is the gap between the schools in Western vs. Eastern Henrico.  As a lifelong resident of this area, even as a young student in Eastern Henrico there was a prevalent stereotype that the schools in the East End were not as nice (the education wasn’t as good, or they weren’t as safe).  Recent examples reflecting some of this disparity:  Twenty-four Henrico County schools earned 2017 Virginia Index of Performance Awards for advanced learning and achievement – the most in the Richmond area, but unfortunately none of them in Eastern Henrico.  When looking at 2016-2017 Average ACT Scores, Henrico’s average scores are comparable to the average in the state, and higher than the national averages, but Highland Springs and Varina have the lowest scores by far of all the high schools in every single category.  Regarding accreditation, there are a number of schools that are not fully accredited – 8 partially accredited schools and 5 denied – most located in the Eastern portion of the County.  It is clear much work is being done to improve these numbers, but again a geographical disparity is evident.  This disparity is likely attributed to multiple factors, for example, different socio-economical situations, but is not affected by other factors that also seem very relevant, such as class size (as the PTR is calculated in the available documents).  While it is impossible with just a paragraph to look in depth at “closing gaps” which is appropriate in a variety of applications, having been exposed to decades of a need for progress in Eastern Henrico schools and the corresponding statistical data that supports this, there is a true need to work on closing gaps in these geographical disparities.           Student safety – Student safety can be attended to in various ways.  One way is physical safety, such as proper maintenance of all school buildings and facilities, so that environments for both learning and extracurricular activities are in safe, clean, hazard free conditions. Other ways safety is impacted is by locking school doors, monitoring all visitors to school property, and training staff to be vigilant.  Students also need to be protected from one another in that there is a segment of the student population that may have behavioral issues that potentially impact not just another student’s learning but their actual safety – like bullying and fighting.  Yet another consideration is a student’s safety as it relates to technology, which is rapidly evolving and ever-changing.  It is reassuring that all Henrico Schools must have an Acceptable Use Policy and an Internet Safety Plan and are required by the Children’s Internet and Protection Act to educate minors on appropriate online behavior.  Perhaps a standardized implementation plan could be utilized to ensure all children receive the same content, and every effort could be made to address the various social media platforms that exist and how children can continue to better safeguard themselves online despite a constant exposure to their peers and a potential to compromise their safety by doing things like disclosing their personal information, and oversharing to the extent that they expose other vulnerabilities (others can determine when they will be away from their home or their whereabouts at any given time, etc.) to name a few dangers.  

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A. Morgan

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Academic Progress & Closing Gaps

Academic Progress

Future academic progress will focus on academic excellence, full accreditation of all schools and 21st century learning environments while providing equal resources and opportunities for all students and staff. HCPS will improve the scholastic and technological experience for all students and staff without “leaving behind” 80% of students and staff (“general population”) in oversized classes leading to reduced student/teacher interaction, increased behavioral and academic issues and a lower quality experience. HCPS will set maximum class sizes of 20, 25 and 27 for all elementary, middle and high schools, respectively. HCPS will empower students and staff with less testing and more learning. HCPS will increase teacher pay 5-10% and reduce their administrative paperwork and irrelevant development programs. HCPS commits to being the leader in retaining and attracting qualified teachers.

Closing Gaps

HCPS leadership pledges to be inclusive, proactive, innovative and transparent. HCPS will provide academic, technological, developmental, behavioral, emotional and physical supports to all students and staff. HCPS leadership commits to holding regular forums open to community members where they will engage with the public in “real talk,” not just passive listening. HCPS will retain and recruit the most qualified teachers by increasing teacher pay, reducing class sizes, removing administrative burdens and offering only relevant professional development.

Kristi Kinsella

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Closing Gaps
The collective effort of all stakeholders to reduce the disparities in student performance due to economic, ethnic minority, or intellectual barriers.

Student Safety
This refers to the culture and climate that empowers all stakeholders to practice social, emotional, and physical safety in the school environment.

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Closing GapsRecognize the unique needs of each school as we recognize the unique background of each student and remove barriers to learning.  Connect learning to the world around us and provide equally equipped facilities and resources. Start students off in kindergarten classrooms grouped by birthdates within three months of each other, then scaffold student learning based on interests as they progress in school.  Create small intimate classrooms that enable teachers to provide more focused attention or provide teachers with more instructional assistance in the larger classrooms so that students receive equal attention and do not fall behind.   Engaged students create engaged community members.  Focus on the strengths of each student through appreciative advising and create opportunities for students to master basics of diverse educational, social and civic learning experiences by connecting English, math, history, and science to each other and make relevant to everyday lives.  Share best practices of new innovative programs like the Centers, Code RVA, the MathScience Innovation Center, and Schoology. 

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Closing GapsRecognize the unique needs of each school as we recognize the unique background of each student and remove barriers to learning.  Connect learning to the world around us and provide equally equipped facilities and resources. Start students off in kindergarten classrooms grouped by birthdates within three months of each other, then scaffold student learning based on interests as they progress in school.  Create small intimate classrooms that enable teachers to provide more focused attention or provide teachers with more instructional assistance in the larger classrooms so that students receive equal attention and do not fall behind.   Engaged students create engaged community members.  Focus on the strengths of each student through appreciative advising and create opportunities for students to master basics of diverse educational, social and civic learning experiences by connecting English, math, history, and science to each other and make relevant to everyday lives.  Share best practices of new innovative programs like the Centers, Code RVA, the MathScience Innovation Center, and Schoology. 

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Relationships

Recognize that schools are the heart of the community, the unifying way in which people get to know their neighbors today, and that building relationships is the key to success of the other three cornerstones.  Create opportunities for relationship building with families, school, civic organizations and local businesses so that families feel comfortable and engaged.  Help children build affinity groups related to interests in all grade levels.  Create ways for children to get to know each other in the classroom so that they support and encourage each other because they feel everyone is part of the community.  Work with the community business partners to help parents find time to volunteer with the school as part of engaging with the community.

Beth Chancy

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Building Relationships (Community Input)

Building relationships is based on a partnership between ALL involved parties. For Henrico County Public Schools, that would include students, parents, staff, and community stakeholders. It also involves healthy and transparent communication between involved parties. It is not clear from community input that this clear, transparent communication and information is evident. Building the relationship involves finding concrete ways to involve all partners in the relationship and to allow the voice of ALL involved parties to be evident in the decision making process, especially those most affected  by the decisions, which are our students and parents.

Closing Gaps (School Accreditation)

School accreditation measures overall school performance in the areas of reading and mathematics. It focuses on a predefined pass rate, currently 75% in language arts and 70% in all other areas, as set forth by the state of Virginia and considers a school’s track record (typically a three-year period) of performance in reading and math. Growth in each area is also considered when determining accreditation, especially for focus and priority schools. There are proposed changes to the accountability system in an effort to more fully account for academic growth (inclusion of science pass rates) and other systemic issues that contribute to student success such as chronic absenteeism.

Sharrie Merritte

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Student Safety ensures that all children have a positive educational experience at school. It refers to the school environment, culture, climate, building and grounds.  It means that schools and classrooms should be safe, caring and conducive to learning.  They should have positive school climates with anti-bullying programs integrated in the curriculum and socio-emotional supports to meet the needs of students.  Building and grounds areas should have adequate support from law enforcement.

Closing Gaps refers to the process of reducing the disparity in academic performance and behavioral infractions between groups of students.  It involves using various forms of data to determine if plans that are currently in place are meeting the needs of all students.  While k-12 literacy plans, college readiness plans, pacing guides, and current curriculum have been successful in gaining school accreditation, the disparity remains.

Tracie Daniels

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Academic Progress & Closing Gaps Defined

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Academic Progress & Closing Gaps Defined

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Academic Progress – the collection of measurement tools used to determine if a student has met the academic goal required to proceed to the next level of learning based on the proven mastery of the respective subject-matter competencies.

Closing Gaps – the strategic efforts of academic professionals in 1) defining learning level competencies based on age and grade level, 2) identifying the individuals below the level, and 3) applying the best learning approach and methods to compensate for the disparity.

-- Jameo D. Pollock

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Welcome board!  Please choose two (2) of these cornerstones and click on the pink icon in the bottom right hand corner to define each of them in a short paragraph (Student Safety, Academic Progress, Closing Gaps, Relationships). In your definitions, cite language from pertinent resources from this folder. https://drive.google.com/drive/folders/10rMPiNbS0Rg07V2F65DPsaXXI8AijE1n