Welcome to William Henry Harrison High School
Home of the Raiders
Cultivating compassionate, responsible adults who contribute to the global community through creative thinking and lifelong learning.
William Henry Harrison High School is located in West Lafayette near Purdue University. The school is located on a 65 acre campus that neighbors Battle Ground Middle School and Burnett Creek Elementary School.
- Notable Achievements and Areas of Improvement
- Stakeholder Involvement
- Governance and Leadership
- Teaching and Assessing for Learning
- Resources and Support Systems
- Continuous Improvement
- We believe that technology is a necessary and valuable tool for communication among parents, students, teachers and administrators.
- Teachers and parents are critically important in every student's education.
- Students, our number one priority, are unique individuals who can learn, achieve and succeed.
- The learning environment should allow students to express themselves creatively; visually, orally and through written work.
- Students learn best by being able to apply concepts to real life.
- Various activities, teaching strategies and educational resources enhance learning and promote life skills, knowledge and positive attitudes for all students.
- Students learn in diverse ways and rates.
- We believe that an environment which is conducive to learning involves mutual respect and responsibility among students, parents and staff.
- We believe that curriculum, instruction and assessment must be aligned and relevant to focus on student achievement.
- We believe that the purpose of schools is to prepare individuals to become contributing members of society.
School Improvement Goal
Students will improve reading comprehension skills across the curriculum.
School Improvement Goal Update 2014 - 2015
School Improvement Goal Update 2014 - 2015: Our school-wide goal continues to be reading comprehension. Our recent data has shown that student skills are improving, and we are making slight changes to improve success with our Raider Success Program and our Basic/Remedial classes to further this growth. Over the past several years Harrison has seen remarkable increases in Reading Comprehension Scores for the End of Course Assessment for 10th graders. Students taking the English 10 ECA have improved from 80.2% passing in 2012 - 2013, 82.2% passing in 2013 - 2014, and 84.9% passing in 2014 - 2015. Reading comprehension growth has been excellent over the three years.
End of Course Assessment (Reading Comprehension)
As noted above, we saw improvement in ECA passing rates from 80.2% passing in 2012 - 2013, to 82.2% passing in 2013 - 2014, to 84.9% passing in 2014 - 2015.
ACT (Critical Reading Scores)
We've seen regular improvement from, and we have consistently been above Indiana state average.
SAT scores (Critical Reading)
We have consistently been above Indiana state average for SAT scores.
Harrison regularly works diligently to improve and encourage student success b y implementing and communicating our school purpose to all stakeholders. Our leadership encourages and supports rigorous programs to challenge students of all levels. Leadership continuously adapts and promotes new ideas that support student learning and thinking.
Stakeholders receive information through a monthly principal email, via quarterly school newsletters mailed to each home, and through access that every parent has to our parent portal, where they may contact teachers, check information pertaining to their child(ren), and access volunteer activities to become involved with our school.
Our students have access to high quality AP Honors programs and dual credit courses. Furthermore, they also have access to job - preparedness courses and school to work programs for students who may not attend college directly after high school. They are monitored by school leaders and teachers, and they are challenged to excel as each year progresses.
Our school leaders are open to providing new courses and opportunities to our students to challenge them. New AP and dual credit options are becoming available each year, as well as business opportunities tying to community jobs through facilities such as Purdue Federal Credit Union and Subaru Automotive. Leaders strongly support inspiring opportunities.
The governing body structures policies and practices that promote responsible operation of our facilities. They allow leaders some autonomy to meet goals and achievement within our school. Leaders have had to work diligently to provide enough staffing needs for our school to maintain decent class sizes and workloads for teachers. Teachers feel that class sizes are still too large and that their overall teaching loads are too large to be the most effective with every student. This is something that is addressed each semester. Our governing body has made some adjustments but still needs to provide more so that our leadership can make adequate choices.
Our school board meets regularly and each of these members serves the community by attending a variety of information and financial sessions. School leadership and staff work diligently toward our purpose. Parents, community members, students, and other stakeholders are encouraged to support our purpose. New evaluation processes, now in year four, have worked excellently in accordance with our purpose and students are successful because of the push to work toward our goals.
School leadership communicates with parents, students, and community members regularly to foster a culture consistent with our purpose. The principal sends out regular contact via newsletters, email, and the school's web page to encourage success. The leadership also uses the electronic sign at the front of the building to keep stakeholders updated and informed as they drop off and pick up their students, or pass by the school. Parents and community members are updated via these methods daily, weekly, and monthly. School leaders encourage students to take action also through daily announcements, student view within the parent portal of our grading/attendance system, and regular contact with teachers.
The evaluation process has also allowed us to continue our direction and focus. Administrators are in the classrooms regularly throughout the semester to evaluate all teachers in the building. Several hours in the classroom have produced a changed response from administration. Administrators enjoy visits to the classrooms and have a renewed interest in our student population. In addition, our students are able to see administrators in a different way than they have in the past, and students have reacted positively to this process. Furthermore, teachers are working diligently to provide clear information to the students, including daily objectives and processes tied directly to the curriculum. Teachers have reacted positively to the evaluation process as well, receiving nearly immediate feedback from administrators and challenging themselves in new ways.
Our school's curriculum, instruction, and assessment are examined and shifts are made as needed. Our curriculum challenges students of various levels, from AP Honors to Basic Remedial and Special Services classes. Teachers work diligently to create dynamic, differentiated lesson plans using a variety of strategies.
School leaders closely monitor instructional practices through walk - throughs and lengthy evaluation processes to ensure success of students. Our evaluation program greatly encourages this success. Teachers often work together, within department and across the curriculum, to promote student success. Furthermore, corporation department chairs for each respective content area communicate curriculum updates and revisions to content area staff and governing body personnel. One area of limitation for teachers continues to be with our new teachers. A mentoring program is no longer in place for new teachers; however, many teachers have volunteered to take on newer teachers to help ensure success.
School leaders and staff share information with parents and students through various communication methods, including the parent portal, email, webpages, and individual parent/teacher conferences. Grading and reporting are done through our parent portal.
Counselors meet with every student at least once during the school year, and meet with class groups twice. Students may make appointments to visit with their counselors any time during the school day. Counselors work with students to promote academic success and personal achievement. Although it would be beneficial to the students to visit with their counselors more regularly, our counselors simply have too many students per counselor to accomplish this.
Students in need are offered support services through Greater Lafayette Area Special Services, through their teachers of record, and through certified ELL instructors. Some students are also paired with paraprofessionals to help enable success, and some of our classes with several students in need have paraprofessionals paired with teachers to encourage greater success. Special services students who are mainstreamed are offered the use of the resource room, where a staff member individually assists the student.
Harrison has qualified staff and support staff that promote the purpose and direction.
Our instructional time is sufficient to accomplish our goals. We have access to materials, media, and informational resources to benefit all students. Our technology is outstanding. We provide laptops/notebooks to every student in the building with technology assistance available at school as well. The school corporation is beginning to systematically replace these laptops with Chromebooks, beginning with the 2015 - 2016 school year with freshman. This transition to Chromebooks will take place over the next three years. Students have access to their grades, tests, etc. all through their devices and SMART. TSC has worked diligently the last several years to implement and support this technology. Harrison leaders have also incorporated ENO boards in all classrooms. Moreover, staff have laptops that they can utilize in classrooms in conjunction with the ENO boards in addition to having the accessibility of grading from home electronically. The technology continues to be excellent, and it encourages student learning and instruction in a whole new manner.
Our facilities are clean and well - maintained. There are systems in place to make improvements when necessary. Records are kept and maintenance structures are in place.
Career planning for students is addressed through required freshman classes, and IEP students receive regular career counseling through their teachers of record. Older students are addressed by large group, usually by class, in regards to college preparation or career readiness, and every student has the chance to ask questions and see his/her guidance counselor at a later time.
Leadership consistently communicates to staff the information needed to support student achievement and learning; leadership also communicates regularly with staff, students, and parents concerning school improvement goal information and updates. Professional staff members are informed of data cahnges and information, and professional staff use information from a range of sources to improve conditions and instruction. We lack in sharing that information with all of our support staff, and we need to improve in this area, although support staff that are directly in contact with individual students regularly are informed and trained.
Monthly, the principal emails parents and community members detailing achievements, upcoming dates, and needs. The principal also posts information to the school's web page and emails all staff when necessary. School leaders encourage students to work toward the next level. Also, our staff regularly works to prepare students for success at the next level. School leaders encourage staff to promote student achievement. School leaders share data and information at staff meetings and via email that allow staff to make changes in their teaching to enable success. Consistent collaboration with colleagues and contact with guidance counselors and others promotes student success and readiness for the next level.