COLONIAL BEACH PUBLIC SCHOOLS 16 North Irving Avenue Colonial Beach, Virginia 22443.
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Transcript of COLONIAL BEACH PUBLIC SCHOOLS 16 North Irving Avenue Colonial Beach, Virginia 22443.
COLONIAL BEACH PUBLIC SCHOOLS16 North Irving Avenue
Colonial Beach, Virginia 22443
Colonial Beach High School
Members of Transformation Team•LTPs – Jan Rozzelle, Valerie Gregory, Mary Whitley, Teressa Caldwell, Mary Runnells•Principal – Clint Runyan•Internal Lead Partner – Kathleen Beane•Superintendent – Donna Power
Measures of Success Related to High School Principal Mentorship
2011 - 2012 Objectives LTP Dr. Teressa Caldwell
1. Expand understanding of different leadership styles and approachesa. Supporting others to achieve goalsb. Motivating others
Supporting Activities: • 2 teachers identified to share leadership in developing
uniform, consistent syllabi establishing high expectations to be used with all faculty beginning 2nd semester.
• Researching Grading and Reporting documents from 3 other school divisions to put into place a uniform grading and reporting system that all teachers must follow.
2. Continue to develop and demonstrate Emotional Intelligence a. Increasing Emotional Intelligence
Supporting Activities: • Readings: Daniel Goleman on Emotional
Intelligence. • You Tube presentation by Daniel Goleman
3. Continue to demonstrate successful communication and cooperation
a. Developing assertiveness skills b. Developing listening skills
Supporting Activity: • Multiple conversations, readings with regard to
conducting effective positive and negative interactions with faculty, community and students. Engaging in problem-solving of current issues to inform effective decision-making and leadership.
4. To develop and implement a successful Parent Teacher Student Association membership growth plan that will recruit members to demonstrate the value of parent and community involvement and connectedness, to serve as enthusiastic volunteers, and to actively support the instructional program.
Supporting Activity: • PTSA initiated summer of 2011. Growth and development
ongoing.
5. Maintaining the momentum of progressive mastery of additional new personal and professional skills and excellence in supervision of instruction and in developing a learning-centered school.
Supporting Activity:
• Many, many conversations around what constitutes effective instruction and the role of the building principal in increasing achievement.
• Readings from Marzano.• Professional publications.
LTP ReportJan Rozzelle & Valerie Gregory
Key Roles and Responsibilities•Provide professional development on high-yield student engagement strategies•Support implementation of new teacher evaluation program•Organize and conduct classroom observations, analyze data and provide specific feedback to teachers•Build collaboration and learning communities among teachers and students
Professional Development Activities
• Whole school workshop on high-yield strategies
• Weekly individual consultations with teachers • Individual and team consultations by subject
area on goal setting, pre-assessments, student growth goals
• Classroom observations in all classrooms provided specific feedback and considerations to each teacher
Professional Development Activities
• Curriculum resources provided to teachers based on observation data, e.g. booklet of review strategies to engage all students; earth science instructional material; comprehension strategy lessons and student materials
• VTALL Teacher Leader training for Peer Coaching at William and Mary for Mr. McNamara and Ms. Preston
Peer Observation Activities
• Organized teams of two or three teachers and created a schedule of peer observations and post-observation discussions
• Facilitated weekly peer observations that increased frequency of specific feedback to teachers
Collaboration and Learning Communities Activities
• Shared and modeled ideas and strategies for building student collaboration and learning communities in classrooms
• Organized and facilitated peer observations that emphasized building relationships and increasing teacher collaboration
New Teacher Evaluation Activities
• Customized teacher evaluation handbook for Colonial Beach High School
• Provided multiple individual and department consultations on teacher goal setting
• Assisted teachers with developing or identifying appropriate pre-assessments
• Provided multiple individual and department consultations on student growth goals
• Provided specific feedback on teaching and learning data from weekly classroom observations
LTP ReportMary Whitley
• Goals and Responsibilities
• To guide and monitor the Colonial Beach High School Instructional Leadership Team and the Colonial Beach Division Improvement Team in updating and continuing improvement plans via the INDISTAR Web site;
• To provide assistance to the principal and guidance director in utilizing the Virginia Early Warning System (or other tools) to identify students at-risk of not graduating from Colonial Beach High School and in developing and utilizing effective interventions to provide necessary supports to those students to raise the graduation rate; and,
• To make classroom observations of “Drifter Time” and recommend strategies to increase effectiveness.
• Progress to Date• Colonial Beach High School (CBHS) Instructional
Leadership Council and Colonial Beach Division Improvement Team have met monthly to update the improvement plans, review data and progress, and discuss recommendations.
• To assist students in meeting the graduation requirements, an X-Factor Committee was organized to review teacher referrals of students and data on individual student attendance, discipline, and academic achievement. School guidance, administration, and classroom teachers participate in the meetings to recommend supports for students.
• The CBHS faculty participated in a meeting to review and discuss the INDISTAR improvement plan and how each teacher is involved in the improvement process.
• A presentation was made to the new teachers in the mentoring program on the INDISTAR plan and their contributions to the improvement effort.
• Observations of the Drifter Time have been made with recommendations to the principal for improvement.
9th Grade Students Tested
1 student in Tier 3-seriously below grade level2 students in Tier 2-moderately below grade level28 students in Tier 1-performing at grade level
Course Grade Mid-Quarter
Benchmark
1st Quarter
BenchmarkMid-Quarter
Benchmark
SOL
ScoreSOL
Pass rate
Reading 11 63% 100% 70%
Writing 11 95% 100%
EOC Reading Benchmarks
Course Grade Mid-Quarter
Benchmark
1st Quarter
Benchmark
Mid-Quarter
Benchmark
SOL
Score
SOL
Pass
rate
Algebra I EOC 100% 96% 100% 70%
Algebra II EOC 67% 86% 100% 70%Geometry EOC 49% 43% 79% 70%
EOC Math Benchmarks
EOC Science Benchmarks
Course
Grade Mid-Quarter
Benchmark
1st Quarter
Benchmark
Mid-Quarter
Benchmark
SOL
Score
SOL
Pass
rate
Earth Science
EOC 77% 100% 85% 70%Biology EOC 94% 94% 92% 70%Chemistry EOC 2nd Sem. 2nd Sem. 2nd Sem. 70%
EOC History Benchmarks
Course
Grade Mid-Quarter
Benchmark
1st Quarter
Benchmark
Mid-Quarter
Benchmark
SOL
Score
SOL
Pass
rate
WH 1EOC 75% 86% 76% 70%
WH IIEOC 67% 100% 83% 70%
US/VA EOC 92% 88% 96% 70%
Climate and Culture
• Year 1 – Students and staff resentful of new mandates
• Teachers very cautious of new mandated working relationship with LTPs
• All staff approved of increased level of professional development
• Students/staff responded very well to new 4X4 schedule
Climate and Culture• Year 2 – Teachers have embraced interactive
involvement of LTPs• Students’ benchmark results show improvement in
working towards mastery• Students demonstrate a more positive attitude
because of increased opportunities for makeup work, one-on-one interaction, and being offered every opportunity to succeed
• New teachers support new higher standards• Increased parental involvement supports student
success• Increased cooperation between athletics and
academics ensures student eligibility
Student Behavior/Absenteeism
• Student behavior improved due to adjusted schedule- greater learning time, less disruptions, and length of courses
• Absenteeism remains a major problem with certain students
• Superintendent working on Juvenile Justice Committee to create a consistent statewide accountability policy
Teacher Indicators
• No issues with teacher absenteeism• Large turnover rate of teaching staff due
to negative feelings of being identified in school improvement and being required to adopt a transformational model of teaching
• Lack of competitive salaries and benefits continues to present sustainability of a consistent staff
Strengths of Transformation Program• Drifter time instituted – 40 minute daily
remediation/enrichment opportunity for all students to work in content area(s) of difficulty
• All LTPs are highly qualified professional educators
• School board strongly supports and is highly involved in transformation
• School board frequently visit schools and attend activities and events
Areas of Opportunity/Improvement
• More professional development needed in areas of curriculum alignment, syllabus construction, and pacing guides as new SOL core content standards are added each year
• New teacher evaluation pilot has been implemented for the 11-12 school year
• Increased interaction with our new school resource officer and truant officer needs to be coordinated
• A unique opportunity for every high school student to have a personal mentor in the newly developed Adult/Student mentoring program
SIG FundsSchool –•Principal visited and observed high-performing schools•Additional personnel•New PTA•APEX virtual learning•Istation and ARDT•Teacher evaluation pilot•Math coach•Adult/student mentor program•Ipad 2s for all juniors•Laptops for all teachers
SIG Funds
District –•LTP salaries•High school celebration for full accreditation•Evening parent/community classes •Superintendent invited to be part of school improvement initiative in England •Superintendent invited to attend SIG Conference in Denver, CO to receive additional support and resources in the transformation model
Baseline for Schoolsfrom VDOE
Colonial Beach High School
2010 to 2011
Increase in Graduation
Rate
2010 English or rank/154
or 915
2011 English or rank/161
or 952
2010 to 2011
Increase in English Ranking
2010 Math or rank/154
or 915
2011 Math or
rank/161 or 952
2010 to 2011 Increase In
Mathematics Ranking
2010 Both or rank/308
or 1830
2011 Both or rank/322
or 1904
2010 to 2011
Increase in Both
Yes 0.37012987 0.527950311 No 0.941558442 0.807453416 Yes 0.655844156 0.667701863 No
Virginia Department of Education Page Office of School Improvement
School Accreditation Detail Report2011-2012 School Year
Based on the data from the 2010-2011 School Year
• School Division: 202 - Colonial Beach
• School: 0021 - Colonial Beach High
• Grade Range: 08 to 12
• Title 1 Status: Not Title 1
• Final Accreditation Status this Year: Fully Accredited
• Accreditation Status Last Year: Fully Accredited
Virginia Department of Education Page Office of School Improvement
School Accreditation Detail Report2011-2012 School Year
Based on the data from the 2010-2011 School Year
Subject Data Source
Students Passing
Students Taking
Score Benchmark Met Benchmark?
English Current Year
169 188 90% 70% Yes
Math Current Year
146 182 80% 70% Yes
History Current Year
92 112 82% 70% Yes
Science Current Year
137 155 88% 70% Yes
Graduate Completer Index
Current Year
4160 4600 90 85 Yes
AYP Objectives Virginia School Report Card
AMO 08-09 09-10 10-11•English Participation - All Students Y Y Y•English Participation - Black Y Y Y•English Participation - Economically Disadvantaged Y Y Y•English Participation - Hispanic Y Y Y •English Participation - Limited English Proficient Y Y Y•English Participation - Students with Disabilities Y Y Y•English Participation - White Y Y Y•English Performance - All Students Y Y Y•English Performance - Black Y Y Y•English Performance - Economically Disadvantaged Y Y Y•English Performance - Hispanic Y Y Y•English Performance - Limited English Proficient Y Y Y
AYP Objectives Virginia School Report Card
AMO 08-09 09-10 10-11•English Performance - Students with Disabilities Y Y Y•English Performance - White Y Y Y•Math Participation - All Students Y Y Y•Math Participation - Black Y Y Y•Math Participation - Economically Disadvantaged Y Y Y•Math Participation - Hispanic Y Y Y•Math Participation - Limited English Proficient Y Y Y•Math Participation - Students with Disabilities Y Y Y•Math Participation - White Y Y Y•Math Performance - All Students Y N RN•Math Performance – Black Y Y Y •Math Performance – Econom. Disadvantaged N RN RN
AYP Objectives Virginia School Report Card
AMO 08-09 09-10 10-11•Math Performance - Hispanic Y Y Y•Math Performance - LEP Y Y Y•Math Performance - Students with Disabilities Y Y Y•Math Performance - White Y N RN•Other Academic Indicator - All Students Y N N
•Key: Y = Met objectives•N = Did not meet objectives•RN = Reduced failure by ten percent but did not meet other academic indicator
Graduation Indicators
Freshman Class in 2010-2011•% passing Algebra I – 92%•% passing English 9 – 98%•% of LESS than 12 absences – 68%
Graduation Completion Index Summary Report as of October 10, 2011
Year: 2011 Colonial Beach High School
SubgroupWeighted Index Points
(*1)Maximum Points
Available (2*)GCI (*3)
All Students 4160 4600 90.43
Unexpected Barriers
• Fully understanding and implementing Indistar, quarterly reports, and Dashboard
• Technical istation issues that are still unresolved
• Raising level of on-time graduation rate
Goals for Remainder of 11-12 SY
• Improve benchmark scores• Increase number of pass advanced student
scores on SOLs• Provide opportunities for adult mentor and
student interaction• Make AYP in all areas• Reduce rate of absenteeism
Phaseout
• Reduce contract times of LTPs• Internal lead partner and principal assume
roles of transformational instructional leaders• Transference of leadership in both high school
improvement team and division improvement team to administrators and leaders
• Continue with increased teacher ownership of peer observation model
• Principal will adopt best practices learned from high-achieving schools and integrate into small school setting
• Principal will continue to develop his own leadership style