Executive Summary. Prince Edward County Map. Prince Edward County Schools

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1 Executive Summary Prince Edward County Map Prince Edward County Schools Prince Edward County Public Schools operates one elementary, one middle, and one high school, which includes a Career Technical Education Center and one alternative school (New Horizon Academy) that serves at risk students in Prince Edward Middle and High Schools. Prince Edward Elementary and Prince Edward Middle are School-Wide Title I schools. Number of Elementary Schools 1 Number of Middle Schools 1 Number of High Schools 1 Career Technical Education 1 Alternative School 1 Grades PK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Enrollment Membership as of February 14, 2013

2 Mission Our mission is to enable each student to achieve full intellectual, personal, and vocational potential. Vision Prince Edward County Public Schools will be high performing schools of choice that educate a diverse population to be informed, responsible, and productive citizens. Demographics Over the past decade, the school division enrollment has declined: approximately 500 students between fall 2002 and fall 2011 (VDOE Fall Membership Reports online). A review of live birth rates for Prince Edward County from shows a consistent rate of 195 to 211 live births per year with the exception of two years (Source: Live Births by Planning District; VA Department of Health on line). Using a birth-cohort-to-kindergarten model to estimate numbers of children born who enter pre-school and kindergarten at the appropriate age, shows percentages between 85 percent and 100 percent of children born in the county enrolling in the public schools for the pre-school/early elementary years. After the elementary school years, factors that are perceived to affect enrollment loss in the county s schools are related to: 1) student attendance at private schools in the area, 2) increased homeschooling, and, 3) student attendance at public schools outside the county. There are other excellent private and public educational institutions in Prince Edward, in addition to Prince Edward County Public Schools. Prospect Christian Academy (private K-12 grade); Tri- County Life Learners (non-profit literacy organization); Fuqua Schools (pre-k through 12 grade independent school); Southside Virginias Community College (public, co-ed college); Longwood University (public, co-ed university); Hampden-Sydney College (private liberal arts college for men). Location Prince Edward County Prince Edward County is centrally located in the Heart of Virginia, just a day s drive from 76% of the United States population. It is located approximately 63 miles west from Richmond, the State Capital; seventy miles from Richmond International Airport and forty nine miles from Lynchburg Regional Airport. Charlottesville is sixty miles North, and Norfolk/Hampton Roads is 150 miles Southwest of Washington, DC which is 180 miles north. The County is the primary commerce center for seven counties with a service area of over 150,000. As the home of two outstanding institutions of higher education, Hampden-Sydney College and Longwood University, the community is rich with cultural, commercial and entrepreneurial opportunities. Prince Edward County has a 2,085-acre Enterprise Zone that is poised for business and industry successes (Virginia Economic Development Partnership).

3 Prince Edward County is located near the geographic center of Virginia, known as the Heart of Virginia. The Appomattox River, a tributary of the James River, forms most of the county s northern boundary. Amelia, Lunenburg, Charlotte, and Appomattox Counties form the other boundaries. Prince Edward County services over 150,000 citizens in the seven surrounding counties for commercial, retail, medical and hospital facilities, as well as being the industrial center for these same counties. Prince Edward County is centrally located at the crossroads of U.S. 460, which is a primary East- West corridor, and U.S. 15, which is a primary North-South corridor. These corridors provide direct access to the four interstate highways systems in Virginia: I-95, I-85, I-81, and I-64. Prince Edward County History Prince Edward County was created in 1754, from Amelia County. The county was named after Prince Edward Augustus, son of Frederick, Prince of Wales. Frederick was the eldest son of King George II, but when he died before his father did, the crown passed to his brother, who became King George III and reigned infamously, throughout the Revolutionary War. The original county seat was in the village of Worsham where the original County Clerk s office still stands. In 1871, the county seat was moved to Farmville which was formed in Prince Edward County has a rich history. Many sites in the county can be identified to attest to this heritage. A survey done by the Virginia Historic Landmarks Commission listed over 60 historic places. Of these, the following are only but a few: Briery Church built in 1760 and was the first structure in the county to be listed on the Virginia Historic Register; Hampden-Sydney College founded in 1776 by Virginia Presbyterians; R. R. Moton School constructed in 1939 and served as the school for the county s African-American children. In April 1951, the students at the school conducted a "strike" to protest the condition of the school. This walkout was one of the five test cases the U.S. Supreme Court used in its Brown vs. Board of Education case, in which the court ruled separate but equal was not an acceptable method of educating the nation's youth. In response to this decision, the Prince Edward County Board of Supervisors, instead of integrating the schools, closed the schools from 1959 to 1964; Old Prince Edward County Clerk s Office this building served as the first clerk's office at Prince Edward Courthouse, now known as Worsham. It was built in It was later used as a public school.

4 Prince Edward County Population and Characteristics See Tables 1 4 Table 1 Population Race/Ethnicity Prince Edward Co. Virginia White 14,927 (62.5%) 71.8% Black 7,716 (32.3%) 20.6% Two or More 362 (1.5%) Asian 240 (1.0%) American Indian or Alaska Native 77 (0.3%) Pacific Islander 21 (0.08%) Hispanic (may be of any race) 544 (2.3%) Age Distribution Prince Edward Virginia Median Age 31.4 years 37.2 Under 5 years 4.5% 6.5% % 64.6% % 11.8% Table 2 Economic Indicators ( American Community Survey) Economic Indicators ( ) Prince Edward Virginia Median Family Income $49,824 $73,514 Per Capita $18,192 $32,145 Median Household $36,191 $61,406 Persons below Poverty 16.9% 10.3% Owner Occupied Housing 63.4% 68.9% Table 3 Educational Attainment ( American Community Survey) Educational Attainment Percent Virginia On-Time Graduation Rate 84.7 Percentage of Prince Edward County population 81.2 age 25+ who are high school graduates Percentage of Prince Edward County population who have earned a Bachelor s Degree or higher ( ) Table 4 Prince Edward County Public schools Fall Membership 1 K 12 Year Membership Virginia Department of Education online services

5 Prince Edward County Public Schools Academic Achievement In the last 4 years, all schools (elementary, middle and high school) in Prince Edward County Public Schools have been fully accredited by the State of Virginia, with the exception of Prince Edward High School which was Provisionally Accredited in due to the graduation rate. However, between school year and Prince Edward County Public Schools did not make Adequate Yearly Progress (AYP) due to the ever increasing Annual Measurable Objectives seeking 100 percent pass rate by Some No Child Left Behind s subgroups performances were the reason for the school division not meeting AYP targets. Annual Measureable Objectives are based on data from the previous school year (i.e accountability measures are based on ). See tables 5 8 below for academic achievement by the school division and each school between school years and Under the new Federal Annual Measureable Objectives (FAMO) there are three gap groups in addition to the NCLB subgroups: Gap Group 1 (unduplicated students with disabilities, economically disadvantaged students, and English language learners), Gap Group 2 (Black students) and Gap Group 3 (Hispanic students). The new FAMO came into effect in school year For school-year Prince Edward County Public School met Annual Measurable Objectives in mathematics for all sub-groups and achievement gap groups. Students with Disabilities met the FAMO target in mathematics with its 3-year average. However, only the White subgroup met the FAMO target in English reading, by reducing failure rate by 10 percent or more. Prince Edward High School is in its third and final year as a Priority School. It was designated as a Priority School beginning in school year Prince Edward Elementary School was designated as Focus School in school year

6 Table 5 Prince Edward County Public School SOL Pass Rate English Reading All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities Mathematics All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities Table 6 Prince Edward Elementary School SOL Pass Rate English Reading All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities Mathematics All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities

7 Table 7 Prince Edward Middle School SOL Pass Rate English Reading All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities Mathematics All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities Table 8 Prince Edward High School SOL Pass Rate English Reading All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities Mathematics All students Black White Economically Disadvantaged Gap Group Gap Group Gap Group Students with Disabilities

8 Federal Graduation Indicator In school year (based on data from ) all but one NCLB subgroup (students with disabilities) with 50 or more students met the Federal Graduation Indicator 4 Year Rate (Annual Measurable Objective: 61%). In school year and only the White subgroup (82.05%) met the Federal Graduation Indicator 4 Year Rate (Annual Measurable Objective: 80%). In school only Gap Group 2 (Black students) met the Federal Graduation Indicator 4 Year Rate, by reducing failure rate by 10 percent or more. Table 9 Prince Edward High School Federal Graduation Index 4 Year Rate Subgroup All Students Black White Gap Group Gap Group Gap Group Economically Disadvantaged Students with Disabilities Virginia Graduation Completion Index (GCI) The Graduation and Completion Index became a factor in the calculation of accreditation ratings, beginning with the accreditation rating earned in and awarded in The Graduation Completion Index (GCI) became an additional indicator. The number of GCI points awarded is based on Virginia board-approved diplomas and other high school completions, including high school diploma, General Education Diploma (GED), Still in School, and Certificates of Program Completion. In school year Prince Edward County Public Schools (and Prince Edward High School) did not meet the State s Graduation Completion Index, and was provisionally accredited. In the school division met (88%) the State s GCI benchmark (85%). Prince Edward Comprehensive Plan Prince Edward County Public Schools revised and updated its Comprehensive Five Year Strategic Plan with the participation of all school division stakeholders. A variety of methods was utilized to ensure that Prince Edward County citizens were knowledgeable of the comprehensive plan update process and had the opportunity to contribute ideas throughout the process. First, Prince Edward Public Schools, with the assistance of the Virginia Association of School Superintendents, conducted a needs assessment. Second, a series of public forums were conducted in strategic locations throughout the county to provide

9 opportunity for all citizens to participate. Third, six working groups representing parents, teachers, business people, leaders of the community, members of the local school board, division- and school-level administrators were assembled to work on strategies to implement the six goals previously identified. Fourth, members of the community were informed using a variety of means prior to discussions held concerning the goals, objectives and strategies in a School Board Meeting. Members of the community were given opportunity to express their opinions in the Public Participation section of the School Board Meeting. Fifth, the goals, objectives, strategies were approved by the School Board. In addition, the school division revised its mission and vision. The six strategic goals that were identified as a result of the above mentioned process are the following: Goal # 1 To improve academic achievement for all students while closing the achievement gap Goal # 2 To strengthen home, school, business, and community engagement to advance staff and student achievement Goal # 3 To ensure that schools are safe, orderly, nurturing and supportive of quality teaching Goal # 4 To promote a positive, healthy, and inviting school culture conducive to learning Goal # 5 To optimize effective use and management of operational resources that support teaching and learning Goal # 6 To hire, support and retain highly qualified teachers and staff Prince Edward Elementary School Prince Edward County Elementary School continues to work towards ongoing, measurable school improvement through processes which have been developed to engage stakeholders at various levels of the organization. The School Improvement Plan is the primary document which captures the tasks and progress associated with the school's improvement efforts. This plan was developed under the leadership of the administration and the School Improvement Team and with support and guidance from the Division Improvement Leadership Team. The purpose and direction of Prince Edward County Elementary School is reinforced through the newly developed division wide Comprehensive Plan. This plan includes the revised vision and mission statements which are posted throughout our building to ensure that these statements are communicated to all stakeholders. The school's purpose and direction is also communicated to stakeholders in surveys, newsletters, meetings, and advisory groups. Prince Edward Middle School Faculty and staff of Prince Edward Middle School are committed to high expectations for learning as evidenced in the educational programs and learning experiences at Prince Edward County Public Schools. The following are examples of these programs and experiences: (1) istation testing and progress monitoring of students grades 5-8 as well as intervention lessons provided for students according to their Tiers; (2) I Can Learn mathematics program used for remediation and extension of learning; (3) Achieve 3000 used for all 7 th and 8 th grade students in their English class to progress monitor and provide instruction according to reading needs; (4)

10 600 Night students who scored a perfect 600 on any of their SOL tests are presented a certificate; (5) E-Time teachers provide intervention and enrichment for 30 minutes twice a week during E-Time; (6) SLT (School Leadership Team) reviews data and along with the administration helps make data driven decisions for the school; (7) After School Tutoringprovided yearlong in reading and math; (8) Middle School Sports; (9) Eagle watch- mentoring program for all students; (10) Recycling Club; (11) Olweus Bulling Prevention Program; (12) Accelerated Math program. Prince Edward High School Stakeholders at Prince Edward County High School have worked towards measurable, continuous improvements through a highly structured school improvement process. This process has included the development and implementation of a School Improvement Plan which incorporates objectives and tasks identified in the critical areas of leadership, instruction, communication, stakeholder involvement, and data analysis. Prince Edward High School has a highly structured process for monitoring and adjusting curriculum, instruction, and assessment in response to data from multiple assessments of student learning and examinations of professional practice. Throughout the year, faculty and school administrators meet regularly to reflect on the learning goals being met by students and evaluate whether student growth is being adequately measured; they discuss and debate productive changes to enhance alignment and enhancement of standards across the curriculum and in crosscurricular avenues; and finally, they spend dedicated and structured time at the end of each year to put these adjustments and plans in place in our yearly pacing documents.

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