Part 1: Profile

A. Executive Summary

Introduction:

This section of the school’s profile will provide an overview of the student performance data, student and community demographics, school characteristics, and stakeholder perspectives on the quality of education offered at New Horizons Learning Center. A summary of the major sets of data and corresponding charted data is provided in the Appendixes A, B, C, D and E to this Part.

Although New Horizons Learning Center participates in the Florida Comprehensive Assessment Test (FCAT) statewide assessment, the data produced are not sufficient to assess the school because it is a small 6-12 (126 students – October 2001 Florida Teaching Equivalent count) alternative school. With a 64% Exceptional Student Education (ESE) population, the school is not given a grade and only individual student results are returned to the school for review and distribution. Therefore, in the following pages, student performance data are derived from internal assessment tools.

Our staff treats each student enrolled at New Horizons Learning Center equally, justly, and with respect for their individual differences. Faculty and staff members are trained to meet the needs of our students and make every effort to do so in a manner that will meet their needs not only for today but for tomorrow as well. Our curriculum is tailored as much as possible to meet the individual needs of our students and we actively seek community support and involvement in the process of educating our leaders of tomorrow.
1. Student Performance Data –(See Appendix A - Pages 25-26 – National, State (FCAT) and Student Achievement Data: Local and also see Charts and Figures – Pages 27-29 – Figure 1-1 to 1-5)

The student performance data for the Profile is summarized in Appendix A. Measures of student performance include the FCAT (Florida Comprehensive Assessment Test) and norm referencing indexed to the student’s grade level in the Successmaker (CCC)-Computer Curriculum Corporation) program and STAR (Student Testing of Achievement in Reading) Reading and Math assessment programs. To better analyze the student data, the students were broken down into four groups. These groups are Middle School ESE (Exceptional Student Education), High School ESE (Exceptional Student Education), Middle School Reach (Retrieval and Enhancing Academic Choice) and High School Reach (Retrieval and Enhancing Academic Choice).

National Measures: (See Appendix A – Page 25 - National Student Performance Data)

Except for the Grade Level reference in the Successmaker (CCC) and STAR programs, (which will be covered in the “School Performance Based Measures”) New Horizons did not have any indicators of student performance based on national measures.

State Measures: (See Appendix A Page 25- State (FCAT) - Student Performance Data)

Although the FCAT (Florida Comprehensive Assessment Test) was administered, insufficient data was produced to yield any valid assessment of school wide student performance. The limited FCAT data does show a very poor success rate for the student’s taking the exam. A significant factor affecting the school’s FCAT participation is that ESE (Exceptional Student Education) student scores are not reflected in school reports. Additionally, ESE participation in FCAT assessment is determined by IEP (Individualized Education Plan) and many students were not required to take the FCAT based on their IEP goals.

However, many of the REACH (Retrieving and Enhancing Academic Choices) students are not ESE (Exceptional Student Education) students, and as this population grows, the results of the FCAT are critical to this population’s academic success. In order to meet graduation requirements, a student must pass the FCAT in the tenth grade. If a student does not pass at that time, he/she may repeat the test again in the eleventh and twelfth grades.

As a result of limited participation, New Horizons did not receive a letter grade based on the student’s performance on the FCAT. Note: The state does not generate a score report when less than ten students are tested. New Horizons did not have the prerequisite ten students.

District Measures: (See Appendix A - Page 26 - Student Achievement Data: Local Measures)

There are no District wide assessments.

School Performance-Based Measures:

The following means of assessment were used in the 2001-2002 school year.

(See Appendix A – Page 26 -Student Achievement Data – Local Measures also see Appendix A Charts and Figures - Pages 27-29 - Figure 1-1 to Figure

1-5)

A description of Assessment Programs:

STAR (Student Testing of Achievement in Reading) Testing

The STAR (Student Testing of Achievement in Reading) assessment programs are computer-based assessment programs written by Renaissance Corporation. They are used to assess a student’s reading and math grade level. Though the name indicates that the test is a reading test, the software producer uses the name STAR as a prefix for both the reading and math assessment programs. The STAR assessments are given at the beginning of the year, or on enrollment, and at the end of each grading period. In addition to showing student progress, they are also used to set the beginning grade level of instruction in the Successmaker ((CCC) – Computer Curriculum Corporation) program.

Successmaker (CCC: Computer Curriculum Corporation) Program:

The Successmaker (CCC) program is a self-paced, conditional branching; computer based instructional program that provides customized student instruction and remediation. In addition to identifying specific skill strengths and weaknesses, it also provides a composite grade level performance of the student in the specified academic area broken down by subject strands.

The STAR and CCC data for the 2001-2002 school year is delineated in Appendix A. Based on the STAR and CCC data the following observations can be made regarding the student population: (See Appendix A – Page 26 - Student Achievement Data – Local Measures also see Appendix A Charts and Figures- Pages 27-29 - Figure 1-1 to Figure1-5)

Reading:

ESE Middle School students average 1.8 years below grade level.

ESE High School students average 3.3 years below grade level.

Reach Middle School students average .6 years below grade level.

Reach High School students average 2.2 years below grade level.

Math:

ESE Middle School students average 3 years below grade level.

ESE High School students average 4.7 years below grade level.

Reach Middle School students average 1.2 years below grade level.

Reach High School students average 3.5 years below grade level

Conclusions: (See Appendix A- Page 26 – Student Achievement Data – Local Measures also see Charts and Figures- Pages 27-29 – Figures 1-1

to Figure 1-5)

ESE Middle School students are 2 to 3 years below their grade cohorts in Math and Reading.

ESE High School students are 3 to 4.5 years below their grade cohorts in Math and Reading.

Reach Middle School students are about 1 year below their grade cohorts in Math and Reading.

Reach High School students are 2 to 3 years below their grade cohorts in Math and Reading.

For the 2002-2003 school year a formal schedule of testing and report requirements was published. It requires reading and math testing at the beginning of the year and at the end of every grading period. The schedule includes a schedule of required reports and procedures for extracting the data. The data from these reports is used to document progress in the 2002-2003 School Improvement Plan approved by Bay District Schools. A copy of the plan and mid-year review is attached to this report as Attachments 1 and 2.

2. Student and Community Demographic Data

The demographic data is summarized in Appendix B- Student and Community Demographic Data.

Enrollment: (See Appendix B –Page 30- Enrollment, Enrollment by Middle School and High School, Enrollment by ESE and REACH also see Appendix B Charts and Figures – Pages 35-37 - Figures 2-1 to 2-6)

New Horizons Learning Center serves the needs of a diverse student population. The school had approximately 126 students when counted by the state on October 2001 for Florida Teaching Equivalents funding. Of this there were (67%) middle school students and (33%) high school students at its main campus with many having special needs. In the last five years the middle school population has increased 80% while the high school population has increased by 5%. Since the population of NHLC is very transient (45% mobility rate), the enrollment of the school changes daily. At the end of SY 2001-2002 the student enrollment at the main campus was 145 students this is a 46.5% increase since SY 1997-98. The population at this time consisted of 48.5% Middle School ESE, 34.5% REACH Middle School, 9.5% ESE High School and 7.5% REACH High School students. The average homeroom at NHLC is about 9 students per class. This is a decrease of .8% over the past five years. (See Appendix C-Page 43 – Average Class Size)

The school population consists of two distinct groups: ESE (Exceptional Student Education) and REACH (Retrieving and Enhancing Academic Choice)

ESE (Exceptional Student Education) – (See Appendix B – Pages 30 Student and Community Demographic Data see also Appendix B Charts and Figures- Pages 36-37- Figure 2-4 to Figure 2-6)

The ESE segment of the population is composed of students in grades 6-12 who qualify under the Exceptional Student Education as Severely Emotionally Disturbed (SED). These students make up 64% of the total student population and New Horizons is their home school. The SED enrollment has increased by 53% since SY 1997-98. These students require

behavioral and emotional interventions based on their Individual Educational Plan (IEP).

REACH (Retrieving and Enhancing Academic Choice)- (See Appendix B – Page 30 – Student and Community Demographic Data see also Appendix B Charts and Figures –Pages 36-37 -Figure 2-4 to Figure 2-6)

The second group of students is served in the Retrieving and Enhancing Academic Choice (REACH) Program. This program makes up 36% of the student body, an increase of 53% in the last five years. Those students who are served in the REACH program meet one or more of the following eligibility criteria:

Ø Demonstrate severe disciplinary concerns at their home school.

Ø Have fallen behind the graduating class representing the peer group with whom they entered Kindergarten

Ø Are considered to be at high risk for dropping out of school due to family circumstances or chronic truancy.

Ø Are expelled from a Bay County schools and have been referred by the Bay District School Board.

Economic Factors: (See Appendix B- Page 30- Student and Community Demographics: Free and Reduced Lunch and Mobility Rate also see Appendix B Charts and Figures – Page 38- Figures 2-7 to Figure 2-8)

Free or Reduced Lunch: A large number of New Horizons Learning Center’s 126 (October 2001 FTE) students come from a low socio-economic background with 76% qualifying for free or reduced lunches. The school has seen a decrease of 11% of students on free or reduced lunches in the last five years. Unlike regular-zoned Bay County schools, our students come from all areas of the county. This diverse population presents a unique school like no other in Bay County.

Mobility Rate: The population of NHLC is very transient with a 45% mobility rate in the 2001-2002 School Year.

Racial Makeup: (See Appendix B –Pages 32- Racial Demographics of New Horizons Student Population – Numbers and Percentage of Student Population and Gender Demographics of New Horizons Student Population Number of Students and Numbers of Total Race also see Appendix B – Pages 39-40 -Figure 2-9 to Figure 2-11)

The racial make up of the student body is 74% Caucasians, 24% African American, 2% Hispanic. The student body consists of 77% males and 23% females. The biggest racial increase of the student body makeup at NHLC in the last five years has been an increase of Caucasian females (122%) and Minority females (40%).

Community Demographic Data: (See Appendix B –Page 34- Community Demographics: Population and Racial Percentage and Bay District Schools Student Enrollment and Bay County Population also see Appendix B – Pages 40-42- Figure 2-12 to Figure 2-15)

Panama City is a residential and resort community in Bay County, located in the northwest panhandle of Florida, with a population of approximately 150,287 people in the Bay County area. The population is made up of approximately 27,000 students enrolled in 36 public schools. Since 1997 the population of Bay County has increased by 6.6% with a 3.3% increase in school age children. This population is extremely mobile with approximately 14% of the total population classified as transient. The transient population includes seasonal employees, military personnel, civilian personnel, and business relocations.

3. School Characteristics

The data for Section 3 is summarized in Appendix C – Pages 43-47 - of this Part.

The idea of a Second Chance school in Bay County began when Mr. Larry Bolinger was elected as superintendent of Bay District Schools in 1996. He asked Dr. Stephanie Gall to research that possibility using a 1995 law focusing on Second Chance schools. When Dr. Gall accepted the position of principal of Oakland Terrace School, Mr. Bolinger asked Mr. David Creel to continue her work and provide him with a plan.

After reviewing the 1995 law, Dr. Gall’s research and completing further research, Mr. Creel presented a proposal to the Superintendent. The School Board accepted this proposal on July 9, 1997. Approved recommendations included the placement of all exceptional students classified as Severely Emotionally Disturbed in grades 6-12, as well as High Risk dropout potential students in grades 6 -12 at the new facility. Also approved was the naming of the new school New Horizons Learning Center.

David Creel was named as principal of the new school and he immediately began interviewing and selecting staff members. The site selected for New Horizons was located at 3100 Minnesota Avenue, across the street from Tom P. Haney Technical School. Originally the location for another alternative setting, the New Horizons campus had four portable buildings, a green house, a shade bed area for new plants, a maintenance/storage building, and one permanent brick building previously used for classrooms, as a well as administrative and guidance offices.

The newly refurbished school campus opened on August 25, 1997, with 18 portable buildings to serve the 81 students who arrived. These buildings housed a media center, computer lab, a lunchroom and 14 portable classrooms. One portable building was used for administrative and guidance activities, while the original permanent building was renovated for use as an administrative complex.

The renovations of the administration and guidance building were completed in March of 1998, as the new campus took on its basic appearance for the future. This building included offices for the principal, administrative assistant, school resource officer, data input, work room, staff lounge and guidance personnel. Completed about this same period of time was a covered bus loading and unloading area, along with a paved parking area adjacent to the administration building. Each building was wired for instructional television services, telephones, a networked computer system and security/safety cameras.

The curriculum for the new school was two-fold: instruction would be based on the Florida Sunshine State Standards and all services required by student Individual Education Plans would be provided as needed. A behavior management system was also developed as behavior modifications were designated as a primary need for the students assigned to this setting.

A behavior specialist from Life Management Center was hired to support staff efforts with the implementation of the behavior management system used at New Horizons. This site-based professional continues to address and offer group therapy for pertinent student issues, such as anger management, peer relationships, grief management and parental involvement.

All district and statewide standard tests are given as required by district policy or state law and school improvement plans have been implemented to work on various components of these required tests. Due to the nature of the students served by New Horizons success is slow but evidenced by documented results.

New Horizons has grown from the first 81 students to the present enrollment (May 2002) of 145 students. In December of 1999, two more portable buildings arrived on campus and three additional instructional units were added to provide for the increased number of students. In January 2002, due to the lack of space on campus, two middle school REACH units were located on to the campus of Haney Technical Center. As of January 2002, the school included seven middle school ESE units, three high school ESE units, three middle school Dropout units, and one high school Dropout unit.

Electives include Art, Music, Horticulture, Food Preparation, Computer Applications, Career Awareness and Orientation, Social Personal Skills, Employability Skills, and Physical Education classes. In addition, for the 2000/2001 school year, a Career Specialist joined the staff and created a curriculum to provide work experience for the interested and qualified students.

The physical site is full and numbers large, but teacher efforts to provide a quality education are very much in evidence. Many outside agencies interact with the guidance counselors and administration to provide services to the students and their families. There are also many community businesses and organizations, which provide incentives for use in the school store, one of the components of the behavior management plan.

Perhaps the most important aspect of this unique facility is the large number of caring adults who are committed to mentoring the students. The examples they set as role models for the students are crucial to the future health and well being of those students. These mentors come from every walk of life, including military men and women, retirees, county commissioners, school board members, bank employees as well as retirees in the community.

The establishment of New Horizons in 1997 revealed the need for collaboration between the various alternative programs already established in Bay County and this new educational facility. The educational programs at Panama City Marine Institute (PCMI), H.O.P.E. (30-bed girls’ DJJ mental health facility), S.O.S. (Substance Abuse Center), Bay County Sheriff’s Office Boot Camp, Unlimited Path (Aftercare Facility) and Bay Regional Juvenile Detention Center were placed under the educational umbrella of New Horizons Learning Center. There are approximately 270 students enrolled in all of these facilities combined.

In August of 2001, the educational leadership of Bay County Sheriff’s Office Boot Camp, the Bay County Regional Juvenile Detention Center and H.O.P.E. was assigned to Student Support Services through the Bay District Schools. S.O.S. and PCMI remain under the New Horizons umbrella.

Graduation ceremonies take place at the conclusion of each academic year, with the number of senior each year ranging from 2-6 in New Horizons’ young history. Currently New Horizons has begun work to gain accreditation from the Southern Association of Schools and colleges with completion of this process expected by June 2003.

The program is set and the behavior management system is in place and is meeting goals established. With 5 year District plan pointing towards a larger physical site and a more permanent facility, opportunities for growth will be enhanced.

Schedule: For SY 2002-03 New Horizons Learning Center began a new time schedule that allows our students to attend their six period day from 7:30 a.m. to 1:05 p.m. and stay until 2:10 p.m. for any remediation or additional academic support that is needed. This extra period also provides students to opportunity to participate in after school clubs. Some examples of the clubs include chess, technology, sports, fine arts, music and horticulture. Last, the extra hour can also be used for detention, providing an additional option for consequences or rules violations. Buses run at both times and provide transportation to the students’ attendance zone.

Dress Code: For SY 2002-03 we have a selective dress policy that hopefully will take the worry from parents of what to buy for school wear. Navy or white polo type shirts (tucked in) with khaki shorts, pants, capri, or skirts are acceptable. Belts are expected to be worn, as appropriate, and all other district dress policies will be adhered to.

Faculty: (See Appendix C – Pages 43-44 - Faculty Demographics and Average Age, Average Years Experience, Percentage of Faculty with Advance Degrees, Racial and Gender Demographics, Faculty Experience Level, and also see Appendix C Figures and Charts- Pages 47-48 - Figure 3-1 to Figure 3-4)

There are 57 staff and faculty members at New Horizons Learning Center. We have 11 ESE instructors, 4 REACH instructors, 6 special area instructors, 2 counselors, 1 administrative assistant, 1 Principal, and 31 paraprofessional and support employees. New Horizons students also receive services on an as needed basis from the Bay County School District employees: ESE resource teacher, school psychologist, Chemical Addiction Recovery Effort (CARE), nurse, speech therapist, occupational therapist, Safe School Representative, various judicial case workers and probation officers, truant officers and other community services as designated by the IEP.

The school has a behavior specialist from Life Management Center who was hired to support staff efforts with the implementation of the behavior management system used at New Horizons. This site-based professional continues to address and offer group therapy for pertinent student issues, such as anger management, peer relationships, grief management and parental involvement.

The school has a School Resource Officer (SRO) on campus daily, who has been assigned from the Bay County Sheriff Office as part of the school faculty. His function is to be a liaison between the students and law enforcement and to encourage students to view police officers as a protector of their rights rather than an adversary. Since NHLC has had a School Resource Officer (SRO) on campus, he has helped to foster a positive school climate, while sending a clear message that discipline and school safety are taken seriously at New Horizons Learning Center.

The NHLC faculty and staff consist of 86% Caucasian, 12% African American and 2% Hispanic. Twelve or 21% of the faculty/staff members have advanced degrees. The average age of the NHLC staff/faculty is 48 years of age with 16 years of experience.

DISCIPLINE: (See Appendix C– Page 45- Discipline Infractions and also see Appendix Charts and Figures – Pages 49-50 - Figure 3-5 to Figure 3-8)

NHLC has developed a behavior management program for all students with a primary goal of fostering student responsibility for their own actions. The implementation of this classroom and building based program encourages students to replace inappropriate behavior with appropriate behavior. A good choice allows them to remain in the class; a “bad choice” results in consequences ranging from receiving an extended time out (ETO), to being written up and sent to an administrator for disciplinary actions.

The Behavior level system at NHLC is based on each student having the potential of earning 500 points each school week. Students that follow the rules earn the points necessary to move through the levels system. All students are on the level (Level 1-4) system. Level 2 is the entry stage that the student begins when he/she enrolled at New Horizons Learning Center. Behaviors are recorded on a daily point sheet by the staff. There are two basic rules to live by which will help student achieve the highest level at NHLC: 1) Respect yourself. 2) Respect others.

In school year 2001-02 a total of 1500 discipline infractions were reported to the District School Board. These infractions consisted of class disruption (22%), school bus infractions (13%), fighting (17%), threats/intimidation (9%), battery (1%), and all other infractions (38%). Of the 1500 discipline infractions 237 resulted in Out of School Suspensions with no Expulsions. Since SY1997-98 there has been an increase of 82.3% in reportable discipline infractions. This increase is attributed to better recording of infractions by NHLC administrators, staff and Bay district level personnel, and an increase in student numbers. Every action requiring disciplinary action is reported, so this data can be accurately analyzed and used to improve the Behavior Management system year by year.

Graduation: (See Appendix C –Page 45-Graduation Data and also Appendix C Charts and Figures –Page 51- Figure 3-9)

NHLC has had graduating seniors each year that it has been in existence. In 1997/98, the three graduates graduated at their home high school. In 2000/2001, the ceremony was held in conjunction with A.D. Harris at the Marina Civic Center. All other graduation ceremonies have taken place in the Board Room at the Nelson Building as they will in the current year.

Graduation Requirements: The HSCT has been the test which students must pass in order to graduate through the summer of 2002. Beginning in the fall of 2002, students must pass the FCAT (Florida Comprehensive Assessment Test) in order to graduate. A score of 300+ must be achieved on both reading and math in order to meet the graduation requirement.

New Horizons Learning Center offers two types of diplomas: The first diploma is the standard regular diploma; students must complete 24 credit hours in specific courses, must attain a cumulative 2.0 Grade Point Average and must pass the FCAT. The second kind of diploma is a Special Diploma Option I or II for special needs students determined by the IEP Committee. In Option I students must earn 24 academic credits of course work from the special diploma guidelines, must attain a cumulative 2.0 Grade Point Average and must meet minimum student performance standards. The Special Diploma Option II requires a student to earn 13 academic credits from specified coursework, must complete mastery of employment competencies, and student must be 16 years of age to be considered for this option and at least 18 years of age to graduate. For students not meeting the FCAT requirement or the cumulative Grade Point Average a Certificate of Completion is awarded.

Student Absentees: (See Appendix C- Page 46 - Absentee Data 2001-2002 and also Appendix C- Charts and Figures- Page 51 – Figure 3-10)

A habitual truant in Bay District Schools is a student who has 15 unexcused absences within 90 calendar days with or without the knowledge or justifiable consent of the student’s parent(s) or legal guardian(s). In accordance with procedure established by the School Board the designated school representative shall refer a student who is habitually truant and the student's family to the children-in-need-of-services and families-in-need-of-services provider or the case staffing committee.

For School Year 2000-01 3% percentage of students at NHLC were absent 21+ days with the Bay District average being 8.6%. The percentage of students at NHLC absent 11-20 days was 9% with the Bay District average being 16.5%. New Horizons Learning Center students were 7.5% lower in absences than the average Bay District student.

Teacher Absentees: (See Appendix C- Page 46- Absentee Data 2001-2002 and also Appendix C- Charts and Figures –Page 52 - Figure 3-11)

The average of sick, personal and temporary duty for New Horizons Learning Center teachers was 8% with the Bay District teacher average being 10.5%. NHLC teachers were 2.5% lower in absences than the average Bay District teacher.

Administrator Absentees: (See Appendix C – Page 46- Absentee Data 2001-2002 and also Appendix C- Charts and Figures –Page 5 - Figure 3-11)

For NHLC administrators absences ran 9% and Bay District administrator’s average ran 13.9%. New Horizons Learning Center administrators were 4% lower in absences than the average Bay District administrator.

Budget: (See Appendix C – Page 46 - Operating Expenditures and also Figures and Charts - School Budget –Page 52 - Figure 3-12)

The New Horizons Budget for SY 2001-2002 was $112,455. Of the total budget 68% went towards salaries, 14% school supplies, 8% technology, the other 10% for all other expenses. Of the $3223.06 received from the state per student Bay School District allotted NHLC $295.00 (9%) expenditure per student for SY 2001-02. The 1997-1998 and 1998-1999 data includes ancillary sites that are no longer part of New Horizons operations. Consequently, in Appendix C and Figure 3-12, only the data for the 2000-2001 school years, and subsequent years, is shown.

Off Site Campus:

New Horizons Learning Center is part of an integrated educational system that is designed to meet the special needs of Bay County Students. Other operations under New Horizons administrative responsibility include the academic components of:

Panama City Marine Institute: A private provider for Department of Juvenile Justice (DJJ) and Board placed students.

Starting Over Straight (SOS): A substance abuse program available to District students.

Student/School/Community Activities:

Open House: Parents are encouraged to become actively involved in the educational process of their children. At the beginning of each school year, parents are invited to attend the annual open house. It is hosted by the faculty and staff and allows parents the opportunity to visit the scheduled classes of their students and meet the teachers.

Red Ribbon Week: This annual activity includes a school-wide curriculum, which is coordinated through the SAFE SCHOOLS program from the district office. It is designed to encourage students to refrain from using drugs, alcohol and tobacco products. Activities have included prepared classroom reading activities, videos with classroom activities, a demonstration by the BCSO canine drug unit, a visit from a Bay Medical Center emergency room doctor, a visit from a member of the Lynn Haven police department.

Charity Food Drive: NHLC students participate in annual food drives for the less fortunate families in the community at Thanksgiving and also at Christmas. These events receive active participation from students throughout the campus. Collected food is distributed by area charities to needy families.

Thanksgiving Dinner: A special Thanksgiving Dinner is prepared by the students in foods and nutrition classes, and is served to parents, faculty and other invited guests the week prior to Thanksgiving vacation. Decorations designed by the students always create a festive atmosphere for those who attend.

Tiger Talk: This activity combines classroom technology skills with school service in the form of a daily site-based television program. Broadcast throughout the campus to each classroom, the program feature school announcements, administrative messages, as well as school-wide activities.

Awards Day: An annual Awards Day is held each spring to recognize outstanding student achievement. Certificates, trophies and plaques are presented by the faculty and staff to highlight student involvement in the community, on-the-job training participation, outstanding attendance, academic and athletic progress.

School Advisory Council: This group is composed of volunteers from the community, parents and members of the faculty and staff, and is responsible for adopting the annual school improvement plan.

On-The-Job Program: Students who have reached the age of sixteen are eligible to participate in an OJT training program. The site-based Career Specialist works with prospective students in the classroom setting to develop job skills, assists students in finding jobs, and also monitors work performance and progress at work sites. Students who secure their own after school jobs may also participate and earn credit in this program.

Industry Appreciation Week: Students in high school are eligible to participate in Industry Appreciation Week and Industry Visitation. New Horizons Learning Center continues to work closely with the Bay County Chamber of Commerce and the Existing Industry Committee to better prepare our students for the world of work.

4. Stakeholders Perspectives on the Quality of Education

New Horizons Learning Center utilized the NSSE’s Opinion Inventories to gather opinions of students and teachers about the quality of education at our school. Two years are compared in the data: SY 2000-01 and SY 2001-02. The detailed comparison of these surveys is located in Appendixes D and E of this section.

In both surveys the results were similar. Both showed total average composite score results of 3.00-3.50 which indicates agreement that the school is meeting the needs of students and providing a quality educational program.

Due to participation problems, there are no Parent Surveys.

The students ranked the following as superior aspects of NHLC:

· Students are motivated to do their best work.

· Teachers and counselors are available when problems occur.

· There is no significant problem with substance abuse.

· The school provides a safe and orderly environment for learning.

The students ranked the following as most in need of improvement:

· School spirit.

· The quality of student activities.

· Students need to feel safe traveling to and from school

The teachers ranked the following as superior aspects of NHLC:

· Students receive the assistance they need to complete assignment.

· Students receive personal encouragement in their work.

· The administration is available for consultation.

The teachers ranked the following as most in need of improvement:

· Parents need to be more active in their children’s education.

· Substance abuse.

B. Report of the Profile Data

The data collected for the profile is summarized in the following Appendixes and Figures:

Appendix A: Assessment Measures:

Data Tables:

National

State (FCAT)

Student Achievement Data: Local Measures

Charts and Figures:

Grade Placement Versus Reading Level (2001-2002 School Year), Figure 1-1

Grade Placement Versus Math Level (2001-2002 School Year), Figure 1-2

Student Reading Growth Rates (2001-2002 School Year), Figure 1-3

Student Math Growth Rates (2001-2002 School Year), Figure 1-4

Student Math and Reading Growth Rates (2001-2002 School Year), Figure1-5

Appendix B: Student and Community Demographic Data

Data Tables:

Enrollment

Enrollment by Middle School and High School

Enrollment by ESE and REACH

Free or Reduced Lunch Rates

Student Mobility Rates

Racial Demographics of New Horizons Student Population (Student Numbers)

Racial Demographics of New Horizons Student Population (Percentages)

Gender Demographics of New Horizons Student Population (Student Numbers)

Racial Demographics of New Horizons Student Population (Numbers of Total Race)

Racial Demographics of New Horizons Student Population (Percentages of Total Race)

Community Demographics: Population and School Enrollment

Community Demographics: Racial Percentages

Charts and figures:

Enrollment Middle and High School, Figure 2-1

Enrollment Middle and High School, Figure 2-2

Enrollment Middle and High School, Figure 2-3

Enrollment ESE and REACH, Figure 2-4

Enrollment ESE and REACH, Figure 2-5

Enrollment ESE and REACH, Figure 2-6

Free or Reduced Lunch Rates, Figure 2-7

Mobility Rate, Figure 2-8

Racial Demographics of New Horizons Sorted by Race and Gender, Figure 2-9

Racial Demographics of New Horizons Student Sorted by Race, Figure 2-10

Gender Demographics of New Horizons Students, Figure 2-11

Racial Demographics of Bay County Compared to New Horizons, Figure 2-12

Community Demographics, Bay County, Figure 2-13

Racial Demographics of Bay County, Figure 2-14

Growth Rate of Nay County, Bay District Schools and New Horizons, Figure 2-15

Appendix C: School Characteristics

Data Tables:

Average Class Size

Faculty Racial and Gender Demographics in Numbers

Faculty Racial and Gender Demographics in Percentages

Faculty Age Demographics in Years

Faculty Experience Level

Percentage Faculty With Advanced Degrees

Discipline Infractions

Graduation Data

Absentee Data 2001-2002 School Year

Operating Expenditures

Charts and Figures:

Average Class Size, Figure 3-1

Faculty Demographics, Figure 3-2

New Horizons Faculty Demographics: Average Age, Figure 3-3

New Horizons Faculty Demographics: Average Years Experience, Figure 3-4

New Horizons Faculty Demographics: Percentage of Faculty With Advance Degrees, Figure 3-5

Discipline Infractions, Figure 3-6

Discipline Infractions, Percentage by Category, Figure 3-7

New Horizons Discipline Infractions, 2001-2002, Figure3-8

Graduation Statistics, Figure 3-9

Absentee Data, Students, Figure 3-10

Absentee Data, Faculty, Figure 3-11

School Budget, Figure 3-12

Appendix D: NSSE (National Study of School Evaluation) Results for 2002 and 2001

Teacher Opinion Survey

Composite Score, Data Table

Composite Score, Data Chart

Quality of Instruction, Data Table

Quality of Instruction, Chart Questions 1-14

Quality of Instruction, Chart Questions 15-26

Support for Student Learning, Data Table

Support for Student Learning Chart

School Climate/Environment for Learning, Data Table

School Climate/Environment for Learning, Chart

School Organization and Administration, Data Table

School Organization and Administration, Chart

Job Satisfaction, Data Table

Job Satisfaction, Chart

Appendix E: NSSE (National Study of School Evaluation) Results for 2002 and 2001

Student Opinion Survey

Quality of Instructional Program, Data Table