George Mason High School - 2008 State of the Schools Report

8/14/2019 George Mason High School - 2008 State of the Schools Report

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George Mason High School

State o the Schools Report

October 14, 2008


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GMHS State o the Schools ReportOctober 14, 2008

IntroductionChallenge Statement (1)

Sta Demographics (2)Student Demographics (3-4)

School PlanStudent Achievement (6)MYP (7-8)IB 5-Year Review (9-11)School Schedule (12)Student Activities (13)Proessional Development (14)Family and Community (15-16)Data Use (17)

School DayDaily Schedule (19)TA (19)Activities (19)Technology (20-22)Athletics (23)

Academic/Career/Fitness/School Climate

Evaluation ToolsSRI (25)STAMP (26)Math Evaluation (26)Naviance and Kudor (27)Impact Protocol (29)FitnessGram (30)Pride Survey (30)

Support Programs

House (32-33)Student Services (33)Gateway (34)EIP (34)Writing Lab (35)Math Lab (35-36)Eighth Grade Transition (37-39)

Department ProlesHorizontal Meetings (41-42)

English (43-44)Fine and Perorming Arts (45-46)Foreign Language (47-48)Physical Education/Health/Drivers ED (49-50)Career and Tech Ed (51-53)Social Studies (54-55)Mathematics (56-57)Science (58-59)Special Education (60-61)Counseling (62-68)Alternative Education (69)

IB/Gited and Talented (7074)Library (75)

Program ReportsSummer School (77-78)Class o 2008 Statistics (79-80)Attendance Initiatives (81-82)


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Challenge Statement

At George Mason we are an exciting and collaborative community o learners who strive towardexcellence. We care or each other and take pride in and responsibility or our individual and mutual

growth and accomplishments. We celebrate our diversity and seek to oster respect or all in thecommunity through global awareness and appreciation o our individual and cultural dierences.

Photo Taken by: Joy Sulewski


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Administration

Mary McDowell, Interim PrincipalBS, Nursing; MAT Secondary Science Education; K-12

Administrative Certication and Endorsement

Ken Siekman, Assistant PrincipalBS, Social Studies Education; MS, Counseling;Administrative Certication and Endorsement

Tim Guy, Assistant Principal BS Math, MEd. Admin and Supervision

Glynn Bates, Interim Assistant Principal BA, MA, CAGS Virginia Tech

Tom Eakin, Interim Assistant Principal To begin October 20

Teacher Demographics

National Board Certication

Certication Complete= 2 teachersCertication In Progress= 3 teachers


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Student Demographics 2008-2009Enrollment: 802 Students


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School Plan

Curriculum Goals:

Minority/ESOL Student AchievementMYP

IB 5-Year Review

Climate Goals:

School Schedule

Student ActivitiesProessional Development

Family and Community

Data Goals:

Access and Use o Data


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Volunteers

Total Hours Volunteered to GMHS in 2007-2008 by Parents andVolunteers: 3716

Number o Individual Volunteers by Activity

Parent Volunteers saved FCCPS an estimated $42,734 during the 2007-2008 based on the supportsalary rate o $11.50/hour. This chart represents only an estimate o hours as it does not includenumerous hours parents spend representing GMHS on both school and division committees.


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School Day


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Daily ScheduleBlock 1: 8:00-8:50

TA: 8:55-9:03Nutrition Break: 9:03-9:11

Block 2/3: 9:16-10:56Block 4/5 with Lunch: 11:03-1:13

Block 6/7: 1:20-3:00

TAAccording to Dr. Lloyd Trump, the teacher-advisor role is ...to know the student as a total human beingin respect to his educational program... and to help the student ...discover his talents and interestsin the educational scheme o things. The role o the teacher-advisor is to collect data and help thestudent to make those changes which have to be made. The teacher-advisor system is designed toprovide more individual services to all students.

Administrative roles o teacher-advisor include:

1. Recording attendance2. Making announcements and posting announcements3. Checking mailboxes each day or inormation, messages, and appointments4. Delivering notices rom the assistant principal, counselors, clubs, and career center to TAs5. Setting up appointments or meetings with advisees6. Issuing and collecting administrative orms as necessary7. Being responsible or TA entry in contests and TA activities8. Communicating with parents regarding interim reports, missing paperwork, concerns, etc.

Activities

Academic CouncilBand--ChamberBand--Jazz Band

Band--PepBe-The-Change Club

BookaholicsCappies

Chess ClubChilean Exchange

China ExchangeCircle o Friends

Class Ocers 12thClass Ocers-10thClass Ocers-11thClass Ocers-9th

Class Ocers-GR8sContract Chorus, Boys and Girls

Cricket Club

Dance TeamDrama

Environmental ClubFellowship o Christian Athletes

Future Educators o AmericaGay-Straight Alliance (GSA)George Mason Relie Project

Habitat or HumanityInternational Club

Intramural SportsIts Academic/Scholastic Bowl

Japanese Language and CultureClub

Junior Varsity ShowLasso OnlineMath Club

Model United Nations ClubMustang Ambassadors

National French Honor SocietyNational Honor Society

National Spanish Honor SocietyNine Muses/Literary Magazine

Ping-Pong ClubRobotics ClubRocketry Club

SADDSenior Serenade Club

Spanish Peer-utoringStage Crew (incl. sound and

lights)Student Council Association

Toulouse ExchangeUltimate Frisbee Club

Virginia Jr. Math LeagueYearbook-Mustang


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Technology

Susan JinksBS Elemenatry Education

MS Educational TechnologyMS Multilingual/Multicultural Education

A snapshot o technology in the building

Number o Computer Labs: 6Number o Wireless Laptop Carts: 1Number o Classroom Mini Labs: 12

Ratio o Student Computers to Students: 1:3.02** Students have access to teacher computers; however, this number is based on the computers in the

labs, library, mini-labs

Interactive Classrooms

There are several technologies that are used at GM to make classrooms more interactive. Thesetechnologies include:

* LCD Projectors- Teachers can project their computer, a DVD, a movie rom United Streaming, etc.* Wireless Keyboard and Mice- Teachers are no longer chained to their desks during presentations* IPanel- A tablet-style monitor* School Pad- A tablet-style handheld device* Turning Point Clickers- handheld response system* Document Cameras- Project and Capture handwritten documents, science experiments, etc.* Digital Recorders- Records students in a digital ormat* Web Cameras- Communicate visually to other classes or other countries


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Students have access to the ollowing programs and subscription-based websites

ANGEL LearningAthletics Impact

Foreign Language Discovering French 1 & 2, Systeme-D, AtajoIB Music-Auralia, Music Ace Maestro, Sibelius 4 (1 lab only)LibrarySpectrum, Library DatabasesAdobe CS3- Photoshop, Dreamweaver, Flash, Illustrator, Acrobat, Flash PlayerMath Geometers Sketchpad 4.07, Green Globs, Math Type 6, On your own, Math GV, Sherlock, IBMath Studies Book, Cabri 3DOce 03 Word, PowerPoint, Excel, Publisher, Notepad, Access, Oce compatibility or 07 & WorksScience-Google Earth, CLEA Jupiter, Logger Pro 3.6, Astrometry o Asteroids, TI-Graph Link 83 PlusSotwareAudacity, Movie Maker, Google Sketch UpTesting-Test Nav 6.4College and Career Resources- Family Connection, Kudor

English- SRITurning Point 2008Olympus Digital RecorderInternet Explorer 7BrainPopTi- Emulator

ANGEL Learning Integration

All teachers and students are using ANGEL Learning this year. Students can log in to check dates o

major assignments, read the course syllabus, and the classroom expectations. From their ANGEL homepage they can quickly look at a calendar which is populated by their major assignments, tests, and clubactivities. Teachers at GM have demonstrated the use o ANGEL through: discussion orums, quizzes,tests, announcements, drop boxes, surveys, le sharing, and much more.

Internet Saety

Internet Saety is a shared responsibility within the school. 8th grade students receive inormation bythe technology coordinator, as well as, the resource ocer. All classrooms and labs have posters listingimportant saety guidelines. Interent Saety curriculum is being created or teacher to implement in

their classrooms.

Grants

Falls Church Education Foundation Grant: Exertainment ghts Obesity with Fun

Exertainment is an innovative approach to teaching physical education that emphasizes lesscompetitive sports and encourages lietime tness all under the guise o playing a video game with


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riends. Adding exertainment to the curriculum o physical education classes at George Mason HighSchool will provide a unique and creative opportunity or students to participate in a great workout, aswell as, gain access to sports unavailable at high schools. Through the use o the Nintendo Wii gameconsole and the video games dance dance revolution and Wii sports, students and teachers will beengaged in a un and exciting workout.

PTSA Grant:

The expansion o the exertainment curriculum will enrich the PE curriculum or all 8th and 9th graders.Most o these students own video game equipment or engage in video games during their own time.The trick is showing them how video game equipment can be a part o their exercise regiment. Theproposal seeks to meet the students in their environment and teach them how they can combineworking out into their daily routine. The students will be ocused on the aspects o the game that theymay orget they are getting a workout.

In addition to reaching students, we hope to provide an alternative exercise program or teachers atGeorge Mason High School. There is already a push or Health and Wellness in the school system, so

the Wii can help promote a un, social venue or exercise ater school.

Web Site

The GM web site has successully completed a ace lit. The new web site was redesigned based oninput rom parents, sta, and students. The web site is a communication tool, a jumping o point orANGEL, a snapshot o GM, and o course, the home o Lasso Online.

GM Website

Home Page- http://www.ccps.org/gmLasso Online News- http://www.ccps.org/gm/lasso/lasso_online.html


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Athletics

Accomplishments Runner-Up in the state-wide Wachovia Cup standings 7th Consecutive top-ten Wachovia Cup nish and 7th in the last eight years.

Girls Soccer State Championship 5 State Runner-ups or Semi-Finalists

Summary o Athletic Participation

389 students o 796 (8-12) participated in the interscholastic athletic program in 2007-2008, many inmore than one activity

21 varsity level activities and 11 sub-varsity teams elded 573 athletes (students participating in morethan one activity are counted once or each activity) in 2007-2008

Over the course o our consecutive years an average o 47% o the student population has participatedin an athletic activity. In 2007-2008 48.9% o the student body participated in athletics (211 Boys, 178Girls)

The participation rate among the classes is substantially equal relative to class size.

The participation rate between genders is substantially equal to student populationStudent Population Athletic ParticipationFemale: 47.6% Female: 47.6%Male: 52.4% Male: 52.4 %

The participation or each sport season was:

Fall 163 total (92 boys, 68 girls)

Varsity Football, JV Football, Coed Gol, Varsity Volleyball, JV Volleyball, Cheer, Boys Cross Country,Girls Cross Country

Winter 133 total (69 boys, 64 girls)

Boys Swimming, Girls Swimming, Boys Varsity Basketball, Boys JV Basketball, Girls Varsity Basketball,

Girls JV Basketball, Wrestling, Cheer

Spring 280 total (139 boys, 141 girls)

Boys Tennis, Girls Tennis, Boys Track, Girls Track, Varsity Baseball, JV Baseball, Varsity Sotball,JV Sotball, Boys Varsity Soccer, Boys JV Soccer, Girls Varsity Soccer, Girls JV Soccer, Boys VarsityLacrosse, Boys JV Lacrosse, Girls Varsity Lacrosse, Girls JV Lacrosse


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Academic/Career/Fitness/School

ClimateEvaluation Tools


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Scholastic Reading Inventory

Scholastic Reading Inventory (SRI) is an assessment tool that can determine a students readingcomprehension in terms o the Lexile Framework. With this test teachers identiy the Lexile level atwhich students are reading and plan appropriately with support materials or the struggling readers

and extending activities or the exceptional readers. Last year George Mason administered the SRI tostudents in eighth through eleventh grade. With the baseline inormation we were able to identiy theneed or a developmental reading class.

In October and November o 2008, the English department will once again test all students in gradeseighth through eleventh grade. We will hope to see an increase in student reading scores and identiyour struggling readers to provide them with support.

SRI Data rom the 2007-8 School year TestadministeredonceinlateAprilEarlyMaybeforeSOLandIBexamination Studentswhowereabsentonthedayofthetestingwereencouragedtotakethetestaterschool in the writing labStudent tested580 in grades 8-12 (Students in grade 12 were tested by teacher request)8-11 All students in mainstream English classes present on the day o the test


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STAMP

In the oreign language department we use STAMP (STAndards-based Measurement o Prociency),which is a web-based test based on national standards that assesses students language procienciesrom Novice-Low through Intermediate-Mid. STAMP is an adaptive test that reacts to the students

levels o prociency and automatically adjusts the diculty level o the test items or each student.

Reports rom STAMP provide externally scored, individual results or students and teachers; class levelreports or teachers and coordinators; and building, district, and state-level reports oradministrators. The Web-based reporting system allows teacher-playback o all students oral responsesand the ability to review all students writing responses.

In 2007-8 we tested all students in Levels 1-4 o Spanish, French, and Chinese. Students receivedindividual reports that showed their results in speaking, reading and writing based on national ACTFLstandards, so they could see their areas o strength as well as areas in which they need to improve.Teachers reviewed oral and written responses with students so the students could refect on how theycould have done better in specic ways.

Teachers were able to see class results so they could address areas o weakness in their classroomteaching. We were also able to compile results by language level so we can make plans to addressareas that need improvement. For example, we made a concerted eort to incorporate more authenticreadings in all levels, and to concentrate on helping students develop reading comprehensionstrategies. We have also ocused on areas o need through our Proessional Growth Plans and StudentAchievement Goals.

Math Evaluation Tools

Virginia SOL Mathematics tests Although the majority o our students pass the SOL tests, we use theresults to enable us to help struggling students. This allows us to tailor our assistance to students whoare eligible or expedited retakes and to plan coursework or the subsequent year.

Arlin Test o Formal Reasoning This test is administered to 6th graders at Mary Ellen Henderson and isone o a number o actors used in determining placement in 8th as well as 7th grade Algebra I. This isonly a minor actor at GM, more so at MEH.

IB Mathematics and Computer Science tests We dont really get specic results or our school but theSubject Reports are helpul when planning or the ollowing year.


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Naviance/Family Connection

Naviance/Family Connection is a comprehensive website that parents and students can use to helpmake decisions about colleges and careers. The internet based program allows students to build aresume, manage timelines and deadlines, research colleges and compare their GPA, SAT scores and

other statistics to historical data o GMHS students who have applied to specic colleges. Studentsalso sign up or college visits through Family Connections. The career component oers interestinventories, personality-type inventories and in-depth descriptions o occupations.

Kuder

Kuder provides internet-based tools and resources to students that help them with career planninggoals. Three assessments, work values; inventory skills and career search with person match helpstudents to nd out where their strengths lie and which proessions may be suitable or them.

EIGHTH GRADE: AprilKUDER:give new batch codes or assessments

FRESHMEN: JanuaryKUDER:Prole Update, Assessments, Compare 7th & 9th grade assessment resultsNAVIANCE:Introduction & program overview, About Careers, Explore Interests, Career Interest Proler (180

questions that match interests with the Holland Codes RIASEC)

SOPHOMORES: MarchKUDER:Revisit with new assessment batch codesNAVIANCE:About Me, My personality type, Do What You Are based on the Meyers Briggs type indicators, HUMANRESOURCES PROFESSIONAL comes to speak to students about job skills

JUNIORS: NovemberKUDER:New batch codes, Option to retake assessment(s) & compare 7th, 9th & 11th assessment resultsNAVIANCE:About College, College search (preerences), Scattergrams, Option to retake Career Interest Proler orDo What You Are

SENIORSKUDER & NAVIANCE: revisited


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Impact Protocol

In the United States, the annual incidence o sports-related concussion is estimated at 300,000.Estimates regarding the likelihood o an athlete in a contact sport experiencing a concussion may be ashigh as 19% per season. Although the majority o teen-age athletes who experience a concussion are

likely to recover, an as yet unknown number o these individuals may experience chronic cognitive andneurobehavioral diculties related to recurrent injury. Such symptoms may include chronic headaches,atigue, sleep diculties, personality change (e.g. increased irritability, emotionality), sensitivity tolight/noise, dizziness when standing quickly, and decits in short-term memory, problem solvingand general academic unctioning. This constellation o symptoms is reerred to Post-ConcussionSyndrome and can be quite disabling or a teenage student-athlete. In some cases, such diculties canbe permanent and disabling. In addition to Post-Concussion Syndrome, suering a second blow to thehead while recovering rom an initial concussion can have catastrophic consequences as in the case oSecond Impact Syndrome, which has led to approximately 30-40 deaths over the past decade.

In summary, athletes that are not ully recovered rom an initial concussion are signicantly vulnerable

or recurrent, cumulative, and even catastrophic consequences o a second concussive injury. Suchdiculties are prevented i the athlete is allowed time to recover rom concussion and return to playdecisions are careully made. No athlete should return to sport or other at-risk participation whensymptoms o concussion are present and recovery is ongoing. In summary, the best way to preventdiculties with concussion is to manage the injury properly when it does occur.

Traditional neurological and radiologic procedures, such as CT, MRI, and EEG, although helpulin identiying more serious concerns (e.g. skull racture, hematoma, contusion), are not useul inidentiying the eects o concussion. Such tests are typically unremarkable or normal, even in athletessustaining a severe concussion. The reason or this issue is that concussion is a metabolic rather than

structural injury. Thus, structural neuroimaging techniques are insensitive to the eects o concussion.

Most importantly, athletes may not understand the potential consequences o concussion and otenminimize or deny symptoms so that they can return to play. Such under-reporting o symptoms is acommon practice at all levels o sport participation.

Given these concerns and the inherent diculties in managing concussion, individualized andcomprehensive management o concussion is optimal. At the oreront o proper concussionmanagement is the implementation o baseline and/or post-injury neuro-cognitive testing. Suchevaluation can help to objectively evaluate the concussed athletes post-injury condition and trackrecovery or sae return to play, thus preventing the cumulative eects o concussion. In act, neuro-

cognitive testing has recently been called the cornerstone o proper concussion management byan international panel o sports medicine experts. ImPACT is a user-riendly computer based testingprogram specically designed or the management o sports-related concussion. The instrument hasbeen designed ater approximately 10-years o University-based, grant-supported research. ImPACT iscurrently the most widely utilized computerized program in the world and is implemented eectivelyacross high school, collegiate, and proessional levels o sport participation.

George Mason High School is one o 27 high schools, plus the Fairax County Public School System,in Virginia that utilize this concussion-management test protocol. At GMHS, we acquire pre-season


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baseline test results or athletes participating in sports at risk or signicant head injury:

FootballVolleyballCheerleadingBasketball

WrestlingSoccerLacrosseBaseballSotball

In the event one o our athletes suers a head or concussive injury, that athlete completes post-concussion IMPACT testing. The post-concussion test results serve as a critical diagnostic tool (incombination with CT and/or MRI scans) in monitoring the recovery process. The post-concussiontesting allows or assessing the implications an athletes concussion is likely to have upon academicperormance. This level o diagnostic assessment allows our administrators and instructors to crat

appropriate modications to the academic requirements or that student-athlete as they progressthrough the recovery process.

Vicki Galliher evaluated & monitored 15 o our student-athletes who suered concussive head traumaduring the 2007-2008 school year. O those 15 student-athletes, one is still progressing through therecovery process & has been evaluated by the neurological sta at the University o Pittsburgh MedicalCenters Sports Concussion Department.

Thus ar this current school year, Ms. Galliher evaluated 5 student-athletes or concussive head trauma.

FitnessGram

The FitnessGram is a comprehensive health-related tness and activity assessment and computerizedreporting system. One o the unique eatures o the program is that it allows teachers to produceindividualized reports or each student in a class. The reports provide eedback based on whether thechild achieved the criterion-reerenced standards rom physical activity or tness. The use o health-related criteria helps to minimize comparisons between children and to emphasize personal tness orhealth rather than goals based on perormance.

The mission o the FitnessGram is to promote lielong physical activity among youth. The programendorses a long-term view o physical education in which the promotion o lielong habits o physicalactivity is the primary goal.

The FitnessGram includes a variety o health-related physical tness tests designed to assesscardiovascular tness. Muscle strength, muscle endurance, fexibility, and body composition. WithinGeorge Mason physical education classes, there are 5 assessments. The P.A.C.E.R (Progressive AerobicCardiovascular Endurance Run) test is a eld test to assess aerobic capacity, the curl-up measuresabdominal strength and endurance, also measuring endurance along with upper body strength is the


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push up. Finally, fexibility is measured through the modied sit and reach test as well as the trunk lit.

Administering the FitnessGram has created a more sel-motivated student. The environment has beenone o individualized goal setting and lie long learning. The students are more aware o their tnesslevels as well as what level they want their tness levels to be by the end o the year. The test alsochanges the classroom environment because the student that is the nal one doing the test is the most

successul thereore they are proud to be working hard.

Pride Survey

The PRIDE Survey is a tool which measures behavior on many crucial issues that can aect learning:alcohol and other drug use, amily, discipline, saety, bullying, activities, gangs and more. The Survey isadministered annually to all students in grades 6-12 and its results are used in both prevention planningand intervention activities in the middle and high schools. The results are available on the FCCPSwebsite and provide inormation about students activities and behavior both at school and in the

community. One outcome o the Pride Survey at George Mason High School has been the placement oan Alcohol and Drug Services counselor one day a week to address the identied area o student alcoholand substance abuse. The counselor is available or individual student counseling and is also a resourceor teachers in the classroom.


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Support Programs

HouseStudent Services

EIPGateway

Writing LabMath Lab

Eighth Grade Transition

*8th Grade Initiative*GR8 Labs

*8th Grade TA*Technology Introduction*Mustang Ambassadors

*Transition Academy*Counseling


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Support Programs

House StructureAn administrative tool used to assist the school in managing student concerns and issues is the House

Structure. The concept is designed to address the need or consistency in administrative-studentrelations and to acilitate the access o students and parents to administrative interventions. Inaddition, the House Structure provides a pathway by which school resources provided by counselor,special education services, and administrator can be directed and ocused with the appropriateconsistency, intensity, and clarity.

To provide this structure, the students are divided into three sub-groups, using the rst letter othe last name to identiy students in each sub-group. Each sub-group is termed a House, and ispopulated with an administrator, two counselors, and a special education team. Each House supportsapproximately 265 students. See chart below.

Guy HouseTim Guy, Administrator

Students with last name A-HaCounselors Special EducationMarcia Schumann Sara Dudley

A-D Grades 10-12 Alison JohnsonA-C Grades 8-9 Jennier York

Brad McAdamE-Ha Grades 10-12D-Ha Grades 8-9

Bates House

Glynn Bates, Administrator, Tom Eakin, AdministratorStudents with last name HE-O

Counselors Special EducationAmy Kurjanowicz Jamie Lahy

He-J Grades 9-12 Pam MahonyValerie Chesley Jennier York

K-O Grades 9-12 Bianca WhiteHe-O Grade 8

Siekman HouseKen Siekman, Administrator

Students with last name P-ZCounselors Special EducationNancy Goldman Susan Cassidy

P-T Grades 10-12 Bianca WhiteP-S Grade 9 Pam MahonyP-U Grade 8

Brad McAdamU-Z Grades 10-12T-Z Grade 9V-Z Grade 8


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Matters addressed in each House include attendance and discipline issues, pre-arranged absencerequests, teacher-student-parent concerns, and special education requests, needs, assessments andprocedures. Other issues addressing the health, saety and welare o students are also a part o Housediscussions and actions. Administrative and sta members o the House meet weekly to discuss issuesthat impact students.

Student Services

Judy BeckerStudent Services Director

B.A. Sociology/SpanishM.S. Administration o JusticeM.S.W. - Clinical Social Work

L.C.S.W. Licensed Clinical Social Worker VA

Karen CaseMA

Substance Abuse Counselor II or Fairax County-Falls ChurchCSB Alcohol and Drug Youth Services

The purpose o student services is to provide counseling and support to students who are dealing witha variety issues which impact their ability to be successul in school (i.e. peer relationships, amilyproblems, behavioral concerns, stress, anxiety, adjustment to new environment, social skills problems,mental health issues and substance abuse). Consultations and reerrals are also available to parents.

Ms. Case coordinates a Student Assistance Program (SAP) at GMHS that is designed to workcollaboratively with students, parents, school personnel, and community representatives to osterresiliency in students. The goal is to help students reduce risk taking behaviors and address issues thatmight interere with student success in the school and community.

Ms. Case provides prevention, education, screening, intervention and reerral services with regards to

issues associated with substance abuse. Some examples o these services are:- condential consultation with students and their amilies- in-school screenings to identiy those students who need a more comprehensive assessment orsubstance use disorders- tobacco cessation education- general AOD (alcohol and other drugs) education- classroom/sta presentations as requested- reerrals or outside resources and appointments or ree AOD assessments- can acilitate an in-school support group i requested


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What is GATEWAY?

By denition Gateway is a means o access. The process o Gateway works to provide students withaccess to various support services. Students experiencing problems in their lives oten are unable tosucceed academically because o their troubling lie circumstance. Our goal is to connect studentswith services that can help them overcome their specic concerns.

How are Students Reerred to GATEWAY?Students can be reerred by ellow students, GMHS sta, parents, community members, andthemselves. All reerrals are kept strictly condential.To make a reerral please visit the counseling oce to request a Gateway Concerned Person Reerralorm.

What happens Ater a GATEWAY Reerral?

The Gateway team considers data such as grades, attendance, discipline reerrals, and observed

behaviors by classroom teachers and anyone working with the student to determine i there is asignicant problem. Parents/Guardians are sent a letter rom the assigned case manager that explains the process. The Case Manager will contact the student to schedule an interview The screening might result in a plan o action. The student may be reerred to a GMHS resource.Some may be reerred or Child Study. When the problem is beyond the scope o the school, parents are provided with inormationabout community-based assessments and services.

Early Indentication Program

Early Identication Program (EIP) is a program administered by George Mason University that providesacademic support and guidance or students who will be the rst in their amilies to go to college.Working with members o the middle school aculty, rising 8th grade students who have the academicpotential to succeed in college are identied. During their participation in the EIP Program, they areprovided with educational workshops, tutoring sessions, and a three-week Summer Academy. The EIPsta also works with the parents o these students, providing parenting classes and guidance on howto encourage their children in their studies.

The Summer Academy provides an intensive ocus on English, math, and science. Northern Virginia

teachers help students with their weaknesses in these areas, and prepare them or the challengesthey will ace in the year ahead. The students are also encouraged to think about and prepare or theiruture careers.

70 percent o EIP students graduate rom high school, and o those, 90 percent are accepted intocollege. Twenty George Mason High School students are participating in EIP during the 2008-09school year.


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Writing Lab

The Writing Lab is available or students on Mon-Thurs 3-4pm in a computer lab. It is accessed by allstudents: many students come on their own; some students are required to come and receive passes;some teachers give extra credit or students to come discuss a paper with me; but all want to improve

their writing! The Writing Lab serves all parts o the writing process: conception, drating, supportingexamples, revision and editing. One o the best things about the Writing Lab is that it is individualinstruction that caters to a specic students needs. The Writing Lab is not just used or English classassignments. Students come to get help on history papers, revise college essays, edit scholarshipapplications, review or the English SOLs, make-up tests and quizzes, and receive remediation help withvocabulary, editing or writing.

Math Lab

The George Mason High School Math Department has developed a program to help studentsstruggling in their math courses. The Math Lab was developed because there are many students inour school with commitments beore and ater school hours who have diculty scheduling time orextra help by their math teachers. During lunches on even days, students are able to get help withtheir math homework, study or tests, review material they didnt understand in class and even learnsomething they missed as a result o absence. A math teacher is assigned the Math Lab as one o his/her preparations and has a classroom adjacent to the caeteria. Students can bring their lunch to thisclassroom, work on their math during lunch and receive assistance as needed.


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This approach to meeting the needs o math students in our school has been a hit with teachers,parents and students. Many students attend regularly and have been able to bring up their gradesand/or maintain them. Students who needed to retake a math SOL unrelated to their current coursehave been able to get help preparing or the SOL and pass. Students rom all levels use the Math Lab.Students attend rom our lowest level math class (8th grade pre-algebra) up through our highest levels(BC Calculus and our IB Math HL course).


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Eighth Grade TransitionThe GR8 Assignment Completion Initiative

Based on the impact assignment completion has on learning and student achievement, GeorgeMason High School began a pilot initiative beginning in the 2007-08 school year to encourage eighth

grade students to develop good work habits. Teachers, administrators and other sta working withGR8s are delivering a clear message that we care about our students and want them to be successul intheir classes. We are well aware o the harm caused to grades by ailure to complete assignments. Themessage is: Earning a zero is not an option. A student may not choose not to do what a teacher setsas a requirement o the class.

The GR8 Assignment Completion Initiative involves the creation o two new resource labsexclusively or eighth grade students to provide eighth grade students with additional support inkeeping up with assignments and developing successul work habits, and the implementation oAssignment Completion Plans or students who demonstrate a need or extra interventions to developsuccessul work habits.

The initiative is no longer a pilot but neither can it be considered a nished product. The 8thgrade horizontal team has embraced the initiative and has committed to helping students access theresources it oers.

GR8 Labs

The GR8 Lunch Lab is open during the lunch periods on both A and B days. For 2008-09 the lab hasmoved to D101, placing it in close proximity to the caeteria. Students in grade 8 may bring their lunchand work independently or with Ms. Leighs (lab supervisor) help on specic assignments, organizationor study strategies.

The GR8 Ater-School Lab is open ater school rom 3:05 3:50 in the library. It is open to all 8thgraders as a place to work on homework and assignments. There are plans to invite upperclassmen in astutors once the school year is underway. The time or the ater school lab allows students a structuredwork environment between the close o school and the beginning o sports activities and dismisses intime or students to catch the late bus.

Assignment Completion Plan

Classroom teachers will explain the specic classroom guidelines relating to assignment completion,assessment o assignments and teacher designed interventions to encourage habitual assignment

completion. Teachers o eighth graders will require students who are not completing assignments to llout an Assignment Completion Plan. This is a ormal agreement between a student and a teacher thatinvolves mandatory attendance at one or more o the remediation/recovery labs or programs oered atGMHS at a specic time, to complete a specic task, in order to recover specically agreed upon credit.Students may utilize the 8th grade labs, or may choose other resources such as the writing lab, mathlab, ILMS class, or even the individual classroom teacher.


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8th Grade TA

8th grade students at George Mason High School are placed in 8th grade TAs in order to help themtransition to the high school environment. Mustang Ambassadors are assigned specic TAs to visitin order to help students establish a connection with upper classmen. Other activities such as

introduction to the 8th grade initiative, SRO visits, and other orientation programs can be deliveredspecically to 8th graders during their rst year at the school. All students move to integrated 9-10TAs the ollowing year.

8th grade Technology Introduction

Each year the technology coordinator meets with all 8th grade students to inorm students about theresources available to them at GM. This meeting provides an opportunity or students to try out theirschool logins and their ANGEL logins and to ask questions about technology.

Mustang Ambassadors

Mustang Ambassadors are chosen based on teacher endorsements and recommendations and theindividuals true desire to help the Gr8s transition to George Mason High School. All MustangAmbassadors receive training to assist them with their goal o mentoring 8th Grade students andmeet biweekly to plan and coordinate activities. Mustang Ambassador activities with Gr8s include theollowing:

- Organizing/coordinating Gr8 orientation. Our MAs meet the 8th graders who will be in their assignedTA and spend the aternoon with them ice-breakers, touring the school, etc. Aug 27th (week beoreschool begins)- Organizing Gr8 tailgate which includes bbq and games or the 8th graders immediately beore the rsthome ootball game this year it was Sept 12th- Organizing Gr8 carwash rst car wash o the season (Saturday)- Organizing Gr8 bake sale (planned or the all)- Manage weekly TA visits by MAs ongoing- Organize/coordinate Gr8 shadow days this will be during rebound week in February this year- Organize/coordinate Gr8 Hemlock Field trip April 21, 2009- Coordinate a year-long service project with help rom Gr8s - ongoing

Transition Academy

The Transition Academy is an alternative education program within the high school designed tohelp students identied as at risk at the end o the 7th grade year transition to the high school.Students are recommended by middle school counselors based on grades, social integration skills, andachievement test scores. Students recommended or the Academy do not qualiy to receive services


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through other school programs such as Special Education or ESOL.The Academy oers small group instruction or language arts as well as language arts, science,

and math support classes. Students may opt to continue Academy tutorial classes through the 10thgrade. Students may move into the Academy tutorial class even when they have not received servicesin prior years. The Academy was ounded in 2006 and is currently in its third year o existence.

Academy classes are small and there are only two years o data or comparison. This makes it

dicult to draw valid and reliable conclusions rom the data. However, a comparison o SOL scoresrom 8th grade Academy students over two years does show improvement in Academy result rom

year 1 to year 2. It should be noted that the Science support was not a part o the year 1 Academycurriculum.

Counseling Activities

*The Counseling Department attends the MEHMS February PTA meeting and presents the registrationprocess to the parents or the rising Gr8s.*The Counseling Department meets with the rising Gr8s the ollowing day at MEHMS and uses the

same presentation.* Counselors participate in the Gr8 Orientation in August at George Mason.* The Gr8/Freshman Parent Night is the rst parent night oered by the counseling department inSeptember.* Counselors send invitations or Gr8s to meet with his/her counselor within the 1st month o school.They try to meet with each o them by the end o September. I a student does not come to see his/her counselor, the counselor then schedules an appointment and hopes to meet with them by the endo October.


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Department Proles


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Horizontal Meetings

8th GradeAccomplishment:

Added changes/input to modiy the 8th Grade Homework InitiativeStreamlined the process or reerring students to the 8th Grade Homework InitiativeContinued todevelop/support Shadow Day or our rising 8th gradersOrganized and implemented 8th grade eld trip to Hemlock OverlookInvited the rising 8th graders to GMHS to hear the SCA speakers and then vote.We acilitated meetings with administration and teachers rom MEH.

Goals:

Facilitate another meeting with MEH administration and 7th grade teachers.

Help students who might be struggling nd a better placement or nd a trend.Have a collegial interaction between MEH and GMHS through ace to ace meetings and on goingdialogue rather than email.Addressing some o our goalshow can we continue to help 8th graders make a smooth transition?Short lessons on how to do How students communicate with teachersRespond with a request or a properly written email.Mustang Ambassadors can have a lesson on how to approach teachers.

9th GradeAccomplishments:

Mapped curriculum across subjects or cross-curricular planning purposes which is available in ANGELor all 9th grade teachers to access.

Goals:

Continue to improve and update the cross-curricular spreadsheetDiscuss cross-curricular topics or uture implementation

Encourage students to use the HW resources available to them

10th Grade

Accomplishments:

2007-2008 The 10th grade horizontal group began planning the Sophmorphing cross-curricular eldtrip to Washington D.C.


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Goals:

Building upon last years idea o a Sophmorphing eld trip, we have developed and plan to see out thistrip. Work tasks or the trip include the ollowing:a. Reviewing scavenger hunt tasks & materials;b. Determining that we should include a orm or students that requires them to relate the trip

directly to each curricular subject;c. Discussing logistics o the trip;d. Ensuring that the trip will achieve our goals.

Goals or the trip were to apply the lessons learned in the classroom to a real-lie experience; encouragestudents to work with randomly selected classmates; learn to strategize and plan ahead to besuccessul.

This Sophmorphing trip has been the top priority and goal or 2008-09. On October 1st, 17 aculty &sta members accompanied 134 sophomore students into DC. Groups o 7-12 students and 1 adultwere ormed and turned loose to complete a daunting scavenger hunt. The weather was wonderul andmost groups ended up walking 5-8 miles through the city. The groups visited monuments, museums,libraries, congressional oces, and historical landmarks. Students planned and mapped out their routesin order to maximize their point totals. In the middle o the day everyone met at the Old Post OcePavilion or lunch where many students discussed with other riends how well each group was doing.

All in all, the trip was a shining success. The day was dierent or every group but by allaccounts was educational and un. The 10th grade team looks orward to building upon the success othis trip in the classroom with this years sophomores and using the eedback to make next years trip

just as successul.

11th Grade

The 11th grade horizontal team will collaborate to incorporate the theme o environmental awarenessinto classroom activities and instruction.

12th GradeGoals:

Develop a plan or Senior Week or the last week o school. Senior week should include statemandated curriculum on nancial awareness topics, Capstone presentations, senior bonding activities,and graduation activities.Integrate Theory o Knowledge ways o thinking and knowing across the broader curriculum.


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Academic Department Proles

English

Faculty Courses Credentials Awards/Grants

Paige WhitlockCIRT

IBH English 12 andGeneral English 11

BA in English, MEd.Administration

Maggie WebsterDepartment Leader

IB English 11, GeneralEnglish 9, CP English 9

BA in English Literature,MA in literature

Ebby AdukkalilGeneral English 8, CP

English 8

BA ElementaryEducation/ English;M.Ed Curriculum,

Instruction, Assessment

Alissa MearsIBH English 12, CPEnglish 11, Creative

WritingBA English and MEd.Secondary Education

Arena Stage $1600 orthe playwriting project

Bridget Dean-PrattHonors English 10, CP

English 9BA, English Literatureand MA Liberal Arts

$250 PTSA Grantor the 11th EnglishCP students studyo Native AmericanLiterature, language

and art

Karin ToozeHonors English 9, IB

English 11

BS, English Education,MA Literature (May,

2009)

Christina LeighEnglish and Language

Arts SkillsBachelors in Fine Arts,

Med.

Elizabeth RizziGeneral English 10,

CP English 10, HonorsEnglish 10

BA English/SecondaryEducation

Joy SulewskiGeneral English 12, CPEnglish 12, Journalism

BA Integrated LanguageArts

Brian WalshHonors English 8, CP

English 8BA English

Proessional Development Goal:

Several English teachers will be working together to create supplemental materials to review grammarskills.


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Fine and Perorming Arts

Faculty Courses Credentials

Mary Jo Webster,

Department Leader

IB Music SL/HL, Symphonic Band,Concert Band, Percussion, Contract

Band

BS, MMED

John Ballou Computer GraphicsBachelors in Fine Arts and MMA,

in Art and Technology

Lauren Glass Contract ChorusB.A. Music Education and Vocal

Perormance

Ben Powell Guitar I & II Bachelors o Music

Marc Robarge IB Art SL/HL; Photography I & IIBachelor o Arts and Science;

Master Fine Arts

Maria ShieldsGrade 8 Art, Art I, II, & III, Photography

I & II

BS Art History/Anthropology and

M.ED Art EducationPamela Spicer

Grade 8 Theater, Theater I & II, IBTheater SL/HL

BA in Theater, Med Literature andEducation


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IB Music student, Morgan Moscati, was chosen to have

her original composition performed by Vermont Symphony

musicians in a concert at Chandler Hall in Vermont on April

30th.

Watch the video at:

http://www.fccps.org/gm/band/2007/index.htm


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Foreign Language


Linda JohnsenK-12 CIRT

BA French, English,Education; MA French

Literature

Suzanne PlanasDepartment Leader

SpanishBA and MA in Spanish; minor

in Latin American Studies

Tina S. Kao ChineseBA Public Administration, MA

Public Administration

GMHS PTSA Grant -$400.00, Startalk Grantor TeacherWorkshop -

$400.00

Kent Foster French BA French and Economics

Sally Larisch Spanish, ESOLBS Spanish Language, MA

Linguistics/ESOLJulie Bravin French

BA French Education, MAFrench

Chin Oon Mah French, ESOLBA English, BA French

Literature

Helen Albader Arabic, ESOLBA English Literature, MA

ESOL, MA Special Edcuation

Grant or $1500 romGeorgetown University

Contemporary Arab Studiesor Study Tour to Morocco

M. CelesteGonzalez, Chaves Spanish

BA English, MA Modern

Languages and Literatures(Specialization in Spanish andMinor in English

Kristin DaCosta ASLBS Business Management/Economics, MA Elementary

Dea Education

Manuela RenataCarvalho

Spanish BA English, MA EnglishGM PTSA grant or Tango

Workshop: $250.00

Department Goals/Achievements* Level I Mandarin Chinese and Arabic courses implemented 2007-8, Level II courses in 2008-9* Completion o written UbD curriculum or almost all FL courses* STAMP online prociency test given to all students in Spanish, French, Chinese levels 1-4* 78 students took IBS Spanish and French exams at end o ourth level with excellent results* China trip June 2008, launching o China Exchange 2008-9, Egypt trip 2009


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Physical Education/Health/Drivers Ed.


Jill Knapic

DepartmentLeader

8th and 9thHealth/P.E./FLE

B.A. Physical EducationM.A. Health and Physical

Education License:Virginia K-12 Health & Physical

Education

FCEF Grant-Exertainment ghts

obesity with unPTSA Grant to support

FCEF grant

Vicki GalliherCIRT

ChampionshipTraining

B.A. Health & Physical EducationB.S. Athletic TrainingM.A. Sports Medicine

Virginia K-12 Health & PhysicalEducation

National Athletic TrainersAssociation National License

Virginia State Board o MedicineLicense or Athletic Training

FCEF Grant-Exertainment ghts

obesity with unPTSA Grant to support

FCEF grant

Chris Capannola8th and 9th

Health/P.E./FLE

M.A. Health and PhysicalEducationLicenses:

PE/ Health K-12Elementary Ed. K-6Business Ed. 7-12

James Meehl8th and 9th

Health/P.E./FLE

Bachelors in Kinesiology (Teacher

Prep.)M.A. Health and Physical

EducationLicense:

K-12 Health & Physical Education

Tony Green

10th gradeDriver Education,Health, Physical

Education

Education.B.ACertied K-12 Physical

Education,Health, Driver

Falls Church Education Foundation Grant

Exertainment is an innovative approach to teaching physical education that emphasizes lesscompetitive sports and encourages lietime tness all under the guise o playing a video game withriends. Adding exertainment to the curriculum o physical education classes at George Mason HighSchool will provide a unique and creative opportunity or students to participate in a great workout, aswell as, gain access to sports unavailable at high schools. Through the use o the Nintendo Wii gameconsole and the video games dance dance revolution and Wii sports, students and teachers will be


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Career and Tech Ed


John Ballou

Technical Drawing, Tech 8,

IB Design Technology, FilmStudies I and II, EngineeringDrawing, Architectural

Drawing,

Bachelors in Fine Artsand MMA, in Art andTechnology

Contributions rom areabusiness to support theFIRST robotics team

Chris Pikrallidas IB Business and Management

BA- Latin AmericanStudies

M.E. (Master oEconomics)

M. A. in Economics

Judy Knoke IB ITGS BS in Engineering Science

Janice Wolner Gourmet Cooking BS, Family Social Science& BS, General HomeEconomics


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Team 1418

Team 1418 attended the Chesapeake Regional in Annapolis, the National Tournament in Atlanta andthe Battle o Baltimore in Baltimore. The team won the regional championship in Annapolis. Theteam came in number 17 out o 86 teams in our quadrant at nationals, and came in second out o 24

teams in Baltimore. These competitions involved alliances o three teams; orming alliances was veryinstrumental in our success. The most signicant accomplishment in many was meeting the buildseason deadline and elding a quality robot. The competitions were exciting, especially becomingcaptains o the winning alliance in Annapolis. Attending these competitions allowed the students onthe team to study the work o hundreds o other high schools and improve our students sense o whatis possible or the 2008-2009 team.

Arlington Career Center

In the all o 2008, 24 students are enrolled in classes at the Arlington Career Center. Sixteen ostudents are seniors, and 8 are juniors. The programs they are studying include, Advanced AnimalScience, Animal Science, Auto Body I & II, Auto Tech I, Banking and Finance, Color PhotographyI, Commercial Art I, Early Childhood Education, Emergency Medical Technology, Forensics, SportsMedicine Internship, TV Production II, TV/Multi-Media, and Web Design. Beore being grantedpermission to enroll at the Career Center, we require GMHS students to seriously explore their careeroptions. They must visit the Career Center, write a letter o application explaining how the CareerCenter course will t into their uture plans, and secure a letter o recommendation rom at least oneGMHS sta member supporting their plans.

Last year twelve students received program completion seals. We hope to improve on this number inthe spring o 2009.


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2007-

2008

2008-

2009


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Social Studies

Faculty Courses Credentials

Louisa PorzelCIRT and Department Leader

CP US History, AP USGovernment

BA HistoryMEd Curriculum & Instruction

Tammy ChincheckIBH History o the Americas, CP

US HistoryBS - Secondary Education

Paul FerentinosIBH World History, World

Civilizations I, CP USGovernment

BA - HistoryMA Ed. Social Studies

Eleanor HawkesworthModern World History, World

History I

BS - History Secondary EducationM.ED - Social Foundations o

Education

Holly HerringtonInternational Relations, World

Civilizations II

BA - Social Studies

MEd

Chris Pikrallidas CP US GovernmentBA- Latin American StudiesM.E. (Master o Economics)

M. A. in Economics

Jamie ScharIB TOK, IB Anthropology,

Comparative Religions

BA PhilosophyJD

M. Ed.

Nisha SensharmaIB Psychology, World

Civilizations I

BArch (Architecture)MA -Urban and Regional PlanningPhD -Environmental Design and

Planning

Jeremy ShumpertCP US History, AP US

Government, World CivilizationsII

BA - HistoryMT in Secondary Education

(Social Studies)National Board Certication,

2007

Andy Taylor World Civilizations IIBS - Business Administration

MEd

Goals:

The Social Studies Department wants to articulate standards and expectations or writing and researchthrough a vertical alignment o skills expectations.


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MathematicsFaculty Courses Credentials Grants/Awards

Janet WeberK-12 CIRT

IB Math StudiesBA Math Education

MA Gited EducationAgnes Meyer nominee

x 2

Linda GantzDepartment Leader Alg/Geom III, AP CalculusBC, Alg III/Trig

BA Math, MS Teaching

MathematicsNational BoardCertication

Texas Instruments$5,000

Joel BlockReal world Finance,Geometry, Algebra

Bachelor oAccountancy; Masters

o Education

Agnes Meyer nominee(2006-07); Lands EndTeachers Light the Way

Honorable MentionAward (2008); Stangy

Award rom GMHSstudents or the teacher

that gives the most

inside and outside othe classroom (2008)

Kathryn DirgaHonors Geometry, IBSL

and IBH MathBA Math, MEd

Secondary Mathematics

Erik HealeyAlgebra II, Honors Algebra

IBS Mathematics

Education

Jennier JaysonAlgebra I, Pre-Algebra, AP

Calculus ABBS in Education, MA in

Education

Judy Knoke

8th Grade Math/Sciencetutorial, Algebra III/Trig,Alternative EducationMath (Geometry and

Algebra II)

BS in EngineeringScience

Sarah MeserveyAlg/Geom I, Alg/Geom II,

Honors Math AnalysisBA, MAT in Math

Education

Breanne SmithPre-Algebra, Geometry,

Math Lab

BA Business Mgmt,MEd Secondary

Education

William SnyderAlg II/Trig, ComputerScience, IB Computer

Science

BA Math, MS Math

Goal:

Complete the Math textbook adoption process.Attend the National Council o Teachers o Mathematics conerence in April to be held in WashingtonD.C.


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Science


Maggie WisemanCIRT

Honors Chemistry, IBChemistry

BS in Chemistry, MEdOutstanding Educator:

Virginia Governors

School

Bryan HarrisDepartment Leader

Physical Science, IBPhysics

BS in Biology, MEd,Masters in Physics

Education

Eurica ChangBiology Skills, Biology,

GeophysicsBS and MS in

Neurobiology, MEd.

Martina GossHonors Biology, Physical

Science

BS in Biology, Masters inScience Education, GIS

Certication (Dec. 2008)

Peter Mecca Biology, Biology II/Ecology BS, MA, PhD

Virginia Naturally

Classroom Grant (VADEQ) - $1,000

Jessica Natzinger Biology, IB Biology BA in Science Education

Jennier ParsonsChemistry, Chemistry II/

Forensic ChemistryBS Forensic Chemistry,

MAT

Outstanding Educator:Virginia GovernorsSchool; St. Vincent

College TeacherRecognition Award

Jonathon PepperHonors Biology, HonorsChemistry, IB Biology

BA EnvironmentalScience

Mark Sokolowski Physics, Physical Science BA Physics, MEd


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Special EducationFaculty Courses Credentials

Susan Cassidy

General English 8ILMS

General English 10General English 12

B.S. Elementary EducationCerticate: Special Education

Stephanie Ciskowski Lie SkillsBS in Applied Learning and Development/ Special

EducationM.Ed in Special Education/ Severe Disabilities

Sara DudleyAlg/Geom IAlg/Geom II

B.S. Special EducationM.S. Education

Robin Herrick Reading TutorialB.S Special Education

M.S. Emotional Disabilities/Learning Disabilities

Andy Hosier

ED Counseling

(CO employee)

B.S in Family and Community Services with a minoro Educational Studies

M.Ed. in Special Education Ed.S. to be conerred12/30/08Certied Crisis Prevention Intervention (CPI)

instructor

Alison JohnsonILMS

General English 10General English 11

B.S. Liberal Studies/EducationM.S. Mild Disabilities

Jamie LahyPhysical Science

Biology I

B.S. Animal ScienceM.A Ed. Curriculum and Instruction, Secondary

ScienceEndorsements:Special Education, K-12 Gited Ed

Pamela MahonyILMS

CT World Civ IIU.S. and VA Govt.

BA Intl StudiesM.Ed Special Education

Elizabeth McCarthy Transition ServicesB.A.M.T.

Samad MukatiSpeech and Language

Services

B.S. Communication Sciences and DisordersMasters: Speech-Language Pathology

National Board CertiedCerticate o Clinical Competency

Bianca WhiteCT Geophysics

World Civ ICT Bio II/Ecology

B.A. Arican American StudiesEndorsement: Special Education

Jennier York

Alg/Geom IIIPre-Algebra 8

Physical ScienceILMS

B.A. HistoryM.Ed. Secondary Education

Endorsement: Special Education


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*US and VA Government aretaught every other year

Sel-Contained Classes

Co-Taught Classes


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Counseling Department

Faculty Credentials

Amy KurjanowiczDirector o Counseling

B.S. in Business Education 6-12M.Ed. Counseling and Personnel Services/School Counseling PreK-12

Nancy T. Goldman

BA in English EducationMA in English Education

MA in Education Student Personnel ServicesPost Masters Certicate Program Family and Child Development

Marcia SchumannBA English

MEd School CounselingCertied in English and School Counseling PreK-12

Valerie ChesleyBachelor o Arts in Psychology

Master o Science in Education, concentration in school counselingCertication in School Counseling, VA ( and NY State)

Brad McAdamB.A. rom St. MichaelsM. Ed. in Counseling

Certication: Pupil Personnel Services License: School Counselor PreK-12


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Longitudinal Study

GMHS purchased a program rom LieTrack Services, Inc. in order to better evaluate the overall highschool experience o our students. The program consists o 3 surveys and includes a public relationsletter sent annually or 5 years. The counselors and administrators decided on the questions or the

survey:

1. PRIOR TO GRADUATION: A Senior Exit Survey School submits their questions to LieTrack.LieTrack builds customized survey and mails to school. School administers senior exit survey. Schoolreturns surveys to LieTrack. LieTrack compiles data and sends school a personalized compilationreport and all original surveys. We administered the survey to the class o 2007-2008 in the morning oJune 10th, in the caeteria, prior to their eld day . We received the results o our rst survey this pastsummer.

2. 6-12 MONTHS AFTER GRADUATION: First Public Relations Letter to Graduates School sendsLieTrack their public relations letter on school letterhead. LieTrack reproduces letter and mails to

graduates.

3. 18-24 MONTHS AFTER GRADUATION: Second Public Relations Letter With Initial Graduate survey School sends LieTrack their public relations letter on school letterhead and questions or initialgraduate survey. LieTrack builds customized survey, mails with letter, and collects surveys. LieTrackwill attempt to contact each graduate, who did not respond by mail, via telephone. LieTrack compilesdata and sends school a personalized compilation report and all original surveys.

4. 30-36 MONTHS AFTER GRADUATION: Third Public Relations Letter School sends LieTrack theirpurlic relations letter on school letterhead. LieTrack reproduces letter and mails to graduates.

5. 42-48 MONTHS AFTER GRADUATION: Fourth Public Relations Letter: School sends LieTrack theirpurlic relations letter on school letterhead. LieTrack reproduces letter and mails to graduates.

6. 60 MONTHS AFTER GRADUATION: Fith Public Relations Letter With Advanced Graduate Survey School selects questions or survey, sends their questions with their public relations letter to LieTrack.LieTrack builds customized survey, mails with letter, and collects surveys. LieTrack will attempt tocontact each graduate, who did not respond by mail, via telephone. Once phone calls are completed,LieTrack compiles data and sends school a personalized compilation report and all original surveys.

The ollowing graphs represent a sample o the results o the initial senior exit survey o the graduating

class o 2008.


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Alternative Education

Art IwanickiB.A. History

M.A. Russian History

Sarah GibsonB.S. Psychology

M.S. Counseling

Mission Statement

To provide a small, individualized educational program that promotes the development o academic andbehavioral competencies or students who are experiencing diculties in the traditional high schoolsetting.

Admission Criteria

The program is designed to serve students who have not been successul in the traditional high schoolsetting and or whom regular-education strategies have shown no positive results.

N=15


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International Baccalaureate/Gited & Talented

Asheesh MisraBachelor o Art, Political Science and Religious Studies

Master o Science, Education, Social Studies Education Focus

IB Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caringyoung people who help to create a better and more peaceul world through intercultural understandingand respect. To this end the organization works with schools, governments and internationalorganizations to develop challenging programs o international education and rigorous assessment.These programs encourage students across the world to become active, compassionate and lielonglearners who understand that other people, with their dierences, can also be right.

IB learners strive to be:Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry andresearch and show independence in learning. They actively enjoy learning and this love o learning willbe sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global signicance. In sodoing, they acquire in-depth knowledge and develop understanding across a broad and balanced rangeo disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize andapproach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and inormation condently and creatively in morethan one language and in a variety o modes o communication. They work eectively and willingly incollaboration with others.

Principled: They act with integrity and honesty, with a strong sense o airness, justice and respect orthe dignity o the individual, groups and communities. They take responsibility or their own actionsand the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are opento perspectives, values and traditions o other individuals and communities. They are accustomed toseeking and evaluating a range o points o view, and are willing to grow rom the experience.

Caring: They show empathy, compassion and respect towards the needs and eelings o others. Theyhave a personal commitment to service, and act to make a positive dierence to the lives o others andto the environment.

Risk-takers: They approach unamiliar situations and uncertainty with courage and orethought, and


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have the independence o spirit to explore new roles, ideas and strategies. They are brave and articulatein deending their belies.

Balanced: They understand the importance o intellectual, physical and emotional balance to achievepersonal well-being or themselves and others.

Refective: They give thoughtul consideration to their own learning and experience. They are able toassess and understand their strengths and limitations in order to support their learning and personaldevelopment.

Coordinators Report

The May 2007-2008 school year was a watershed year or the International Baccalaureate programat George Mason High School. The International Baccalaureate (IB) program grew substantially in the2007-2007 school year. More students participated in IB courses and examinations than in any year inthe schools history. This growth was accompanied by widespread success. Exam scores in nineteensubjects surpassed the international average and the passing rate increased in twenty subjects. One

hundred percent o our diploma candidates met the diploma requirements and gained the prestigious IBDiploma. In addition, our numbers o diploma candidates have maintained a steady increase in the classo 2009 and 2010. (See data charts below)

This school year we will begin our IB programme evaluation. The IB Organization requires authorizedDiploma Programme schools to undergo a programme evaluation every ve years. The evaluation asksschools to conduct a sel-study, guided by a questionnaire, which involves the entire school community.All o our community stakeholders will take part in our sel-study. Teachers, administrators, students,parents and school board members will take part in both quantitative and qualitative surveys anddiscussions in order to complete this evaluation. The ultimate purpose o the evaluation is two-old,one to identiy examples o best practices within our program and to nd areas in need o strengtheningwithin our program. The George Mason High School IB school planning committee with take the leadin supervising this process. This committee has also been examining the International BaccalaureateMiddle Years Program (MYP). Teachers rom all subject areas will investigate the MYP program and itspossible implementation in grades 5-10 at both Mason and Mary Ellen Henderson Middle School.

George Mason High School IB Diploma Candidates continued to remain active and serve our communitythrough the IB Creativity, Action and Service (CAS) requirement. Our students participated in a wide-range o activities rom working with young children in Guatemala to organizing and holding undraisersor important service organizations here locally. For the class o 2010, the CAS standards havechanged. The new standards ocus on eight learning outcomes or CAS activities: increasing awareness

o students own strengths and areas or growth, undertaking new challenges, planning and initiatingactivities, working collaboratively with others, showing perseverance and commitment in their activities,engaging with issues o global importance, considering the ethical implications o their actions anddeveloping new skills. Rather than simply turning in orms, students will be asked to refect in avariety o student-riendly ways to refect the learning outcomes mentioned above. George Mason HighSchool will utilize a web-based program to help students track their CAS development. This programallows students to provide evidence o accomplishing the learning outcomes digitally. Students canupload blogs, journals, pictures and videos to provide evidence and refection or their CAS activities.


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George Mason High School expects our International Baccalaureate program to continue to grow andachieve even higher excellence during the 2008-2009 school year.

Diploma Candidates & Number o Diplomas Awarded 2004-2010(Projected)

28

20

27

29

31

34

45

22

17

23

26

31

2004 2005 2006 2007 2008 2009 2010

Attempted Received

In 2008, 100% o students that attempted at least six rigorous exams, the extended essay, the Theoryo Knowledge course and meeting the Creativity, Action and Service requirements o the prestigiousInternational Baccalaureate Diploma succeeded. In addition, in 2009 and 2010, George Mason willsustain and promote growth and excellence in the diploma program as indicated by the increasednumber o students who are attempting the diploma in the eleventh and twelth grades.

5.045.01

4.74

5.16

5.25

4.824.78

4.744.68

2004 2005 2006 2007 2008

Mason Diploma Candidate Average Exam Score Mean Grade Worldwide

In 2008, Mason diploma candidates achieved an average IB exam score o 5.25%. While theInternational Baccalaureate statistical bulletin or May 2008 has not yet been published, we canobserve a substantial increase in the students average exam scores, while the numbers o studentsattempting the diploma has also increased.


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The percentage o students taking one or more International Baccalaureate exams in the eleventh andtwelth grades rom 2004 to 2008

Percentage of Juniors and Seniors Taking One or More IB Exams

68.56%

65.71%64.87%

62.28%

70.91%

2004 2005 2006 2007 2008

Percentage of Juniors and Seniors Taking One or More IB Exams

The May 2008 exam period displayed a substantial growth in the percentage o students at Masontaking the IB exam. As more o our students participated in the International Baccalaureate program,our perormance improved as well (19 subjects perormed above the international average).

AP Average Score by Subject

Calculus AB: 2.677Calculus BC: 3.583US Government & Politics: 2.691


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Governors School

Summer Residential Governors Schools provide gited high school juniors and seniors with intensiveeducational experiences in visual and perorming arts; humanities; mathematics, science, andtechnology; lie science and medicine; or through mentorships in marine science or engineering.

Each Summer Residential Governors School ocuses on one special area o interest. Students liveon a college or university campus or up to ve weeks each summer. During this time, students areinvolved in classroom and laboratory work, eld studies, research, individual and group projects andperormances, and seminars with noted scholars, visiting artists, and other proessionals. In the twomentorships, students are selected to work side-by-side with research scientists, physicians, and avariety o other proessionals. A director and a student-lie sta provide supervision o students 24hours a day, throughout the program.

One o the most important aspects o the Summer Residential Governors Schools is the opportunityparticipants have to live, study, and get to know other students with similar interests and abilities rom

across Virginia. Both co-curricular and extra-curricular activities are designed to encourage studentsinterests and abilities. Recreation and ree time are provided outside o the academic environment thatenable these students to enjoy, what or many is, their rst summer living away rom home.

Any Virginia gited tenth- or eleventh-grade student may apply or the Summer ResidentialGovernors Schools. Applications are made available in October through a Superintendents Memo.Prospective students may click here to have access to the inormation and applications. Additionalcopies are sent to high school guidance departments o public and private schools, as well as eachschool divisions gited education coordinator. Each school division has a specic number o nominationsit may send to the Virginia Department o Education.

Nominations may be made by teachers, guidance counselors, peers, or by the students themselves.A school or division selection committee chooses the nominees rom each school or division andorwards the nominees to a state committee. Consideration is given to students academic records,test scores, extra-curricular activities, honors, and awards, creativity, original essays, and teacherrecommendations. Students applying or the Visual and Perorming Arts Summer Residential GovernorsSchool participate in a statewide adjudication where they audition or present portolios or reviewbeore a pair o proessionals in the specic arts eld. Because o the limited number o residentialplacements available, not all students who are nominated by their schools can be accepted orparticipation.

Participation at GM

Chris An: Japanese StudiesJanine Baumgarner: VPA Dance

Sage Dever: VPA Visual ArtsKaatrin Netherton: VPA Instrumental Music

Taylor Demeter: Math, Science and Technology program


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Library

Maria Chico

BA, HistoryMLS, Master o Library Science

30 credits beyond Masters

Library Media, preK-12History and Social Sciences, 7-12

Online ResourcesEbsco HostSIRS Knowledge SourceeLibraryWorld BookNewsBank

Thomson GaleGrolier OnlineThe Johns Hopkins Guide to Literary Theory & CriticismProQuestFacts o FileJSTOR

George Mason High School: Bookaholics Anonymous

Sponsor: Maria-Teresa Chico

Bookaholics Anonymous, the library book club, has been going strong since it began in the all o 2004.Currently, the group meets immediately ater school on the third Monday o the month.

The book club is open to all GMHS students with the members assuming most o the responsibility orchoosing the titles to be read. Members are encouraged to read reviews, use teen lists or best books,NoveList, a library database, and Internet teen book sites such as http://www.teenreads.com. I mustadmit that there have been times when my encouragement has steered the members to specictitles; Time Travelers Wie, and The Color o Water come to mind.

Currently 24 students have signed up as members.


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Program Reports


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Summer School

Dates: July 7 25Administrator: Andy HosierSta: 7 general education teachers

3 paraproessionals1 special education teacher also acting as the administrator


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Summer School Goals


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Class o 2008How are we doing? The class o 2008 responds...

Graduation Statistics or the Class o 2008

62% o students earned an Advanced Studies Diploma34% o students earned a Standard Diploma

18% o students earned an IB Diploma55% o students earned 1 or more IB certicates

Falls Church City Public Schools nished rst among all school divisions in the state in the numbero students who graduated on time with a diploma, according to data reported today by the VirginiaDepartment o Education. The 2008 FCCPS graduation rate was 97.6 percent, well above the stateaverage o 81.3 percent. (Press Release rom FCCPS Communications)


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Average SAT Scores


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New Initiative: Attendance 2008-2009

Our summer data intern, Alex Douglas, analyzed 2007-08 attendance or statistically signicant trendsbased on the new attendance policy and the initiation o Attendance Court. The ollowing is an excerptrom Mr. Douglas report.

Has the New 2007-2008 Attendance Policy Reduced Tardies andAbsences?

Statistical tests comparing average indices o absences beore and ater the institution o anew absence policy (2007) show that all types o absences except unexcused absences decreasedsignicantly. However, there is no conclusive evidence that the absence policy is responsible; this testonly indicates that something is dierent about the 2007-2008 school year. We should also note asa caveat that statistically signicant changes in average absence indices occur even when absencepolicies do not change. For example, the same tests applied one year earlier show signicant changes in

ve o the seven indices.NB: The ollowing tests compare the average o a single year to the average o all preceding

years (beginning with 2000-2001); this comparison does not show a change in average number ounexcused absences. I we look only at the years immediately preceding and ollowing the policychange, however, a signicant change is observed. The average unexcused absence decreased rom2006-7 to 2007-8 (comparing two individual years) by 0.19, statistically signicant at p=0.10.

2007-8 vs. Previous Years: T-test or Equality o Means (Equality o Variance not Assumed)

Decrease in Average t Sig. (2-tailed)

Number o Excused Tardies 0.59 3.9 0

Number o Unexcused Tardies 0.74 4.07 0Number o Tardies 1.33 4.86 0

Number o Excused Absences 1.12 4.67 0

Number o Unexcused Absences -0.01 -0.13 0.896

Number o Absences 1.54 6.32 0

Total Absences and Tardies 3.82 8.39 0

2006-7 vs. Previous Years: T-test or Equality o Means (Equality o Variance not Assumed)

Decrease in Average t Sig. (2-tailed)

Number o Excused Tardies -0.59 -3.2 0.001Number o Unexcused Tardies 0.81 5.26 0

Number o Tardies 0.22 0.79 0.431

Number o Excused Absences 0.57 2.38 0.017

Number o Unexcused Absences -0.25 -2.76 0.006

Number o Absences 0.32 1.2 0.232

Total Absences and Tardies -1.69 -3.32 0.001


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Ater School Intervention (ASI)

Given that all attendance numbers ell at a statistically signicant rate except unexcusedabsences, the administrative team examined the practices and sanctions in place or unexcusedabsences.

Common practice was to assign Saturday School to students who skipped classes. The Saturday

School attendance rate was low. Some students had so many absences there were not enoughSaturdays to meet their needs. Skipping Saturday School resulted in an increased level o sanction toIn School Suspension. This was handled once a week in Wednesday School. It was noted that bythe end o the year some students were regulars in Wednesday School and this did not seem to be asanction or them.

Response:

1. Discontinue Saturday School. Attendance was unenorceable.2. Continue Attendance Court. This practice maintains an accurate attendance record or all

students. It oers due process opportunities to explain all absences and oten corrects teacher errors inrecording attendance and encourages parents to provide excuses or legitimate absences.3. Initiate Ater School Intervention (ASI). ASI meets directly ater school 5 days a week. Thisprovided additional days o opportunity and also allowed an opportunity to escort students who haddiculty remembering to serve.

Current status:

1. ASI seems to be working or most students.2. ASI has allowed us to identiy a core group o students who resist school sanctions and continue

to skip class. This group will likely require additional interventions, not necessarily in the orm osanctions to become engaged with school.

George Mason High School - 2008 State of the Schools Report

Documents

Transcript of George Mason High School - 2008 State of the Schools Report