COLONIAL BEACH PUBLIC SCHOOLS 16 North Irving Avenue Colonial Beach, Virginia 22443

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COLONIAL BEACH PUBLIC SCHOOLS16 North Irving
AvenueColonial Beach, Virginia 22443
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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

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Measures of Success Related to High School
Principal Mentorship 2011 - 2012 Objectives LTP
Dr. Teressa Caldwell

• Expand understanding of different leadership
  styles and approaches
• a. Supporting others to achieve goals
• b. 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.

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• 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

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• 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.

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• 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.

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• 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.

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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

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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

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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

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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

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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

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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

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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.

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• 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.

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• 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.

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9th Grade Students Tested
1 student in Tier 3-seriously below grade level 2
students in Tier 2-moderately below grade
level 28 students in Tier 1-performing at grade
level
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EOC Reading Benchmarks
Course Grade Mid-Quarter Benchmark 1st Quarter Benchmark Mid-Quarter Benchmark SOL Score SOL Pass rate
Reading 11 63 100 70
Writing 11 95 100
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EOC Math 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
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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
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EOC History Benchmarks
Course Grade Mid-Quarter Benchmark 1st Quarter Benchmark Mid-Quarter Benchmark SOL Score SOL Pass rate
WH 1 EOC 75 86 76 70
WH II EOC 67 100 83 70
US/VA EOC 92 88 96 70
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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

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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

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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

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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

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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

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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

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SIG Funds

• School
• 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

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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

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Baseline for Schoolsfrom VDOEColonial 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
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Virginia Department of Education Page Office of
School ImprovementSchool Accreditation Detail
Report2011-2012 School YearBased 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

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Virginia Department of Education Page Office of
School ImprovementSchool Accreditation Detail
Report2011-2012 School YearBased 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
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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

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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
  

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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

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Graduation Indicators

• Freshman Class in 2010-2011
• passing Algebra I 92
• passing English 9 98
• of LESS than 12 absences 68

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Graduation Completion Index Summary Report as of
October 10, 2011Year 2011 Colonial Beach High
School
Subgroup Weighted Index Points (1) Maximum Points Available (2) GCI (3)
All Students 4160 4600 90.43
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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

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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

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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

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• 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