Five Focus Areas

The following are the key components of a unified system of reform and transformation:

All middle and high school students will have an IAP in English and Mathematics.
Counselors' responsibilities will include serving as case managers for students' IAPs; a reduced counselor/student ratio below 200 students (view the counselor to student ratio).
English teachers will implement and monitor the English portion of the IAP for each student in their classes as they encourage all students to achieve at the highest possible levels; a reduced teacher class load of four sections.
Mathematics teachers will implement and monitor the Mathematics portion of the IAP for each student in their classes as they encourage all students to achieve at the highest possible levels; a reduced teacher class load of four sections.
Department chairs' responsibilities will include data management.

Professional Learning Plans will expect staff to reflect on their understanding and professional expertise in key areas of content, pedagogy, and relationships.
Staff will self-assess progress in these three areas as "Beginning, Developing, or Advancing." Teachers will work with administrators to identify strategies to promote growth and professional learning.
An annual staff portfolio will document progress and correlations with individual and aggregate student progress.
The Professional Learning Plans will align staff evaluations and professional development.

The transformation process will center on the monitoring of individual student achievement.
Individual and school-wide professional development and assessment will focus on evaluation of students' achievement of college readiness competencies, including:
1. writing across the content areas
2. reading comprehension and interpretation
3. collecting, analyzing, and interpreting data and evidence
Student discourse will be emphasized, especially content-based discourse and inquiry (e.g., thinking like a biologist, historian, writer, etc.).
Monthly monitoring of student achievement is required by the state via the ISTAR computerized adaptive testing program.
Additional standardized assessments will include:
1. Quarterly criterion-referenced assessments (including performance assessment tasks)
2. Virginia Standards of Learning tests
3. SATs, ACTs, and PSATs
4. Advanced Placement Examinations
5. Other standardized assessments (TBD)

Programs to be implemented as part of the initial phase of the T.C. transformation:
1. Writing and Mathematics Centers
2. Expanded online learning opportunities
3. Extended school learning options
4. Possible continuation of the "Titan Up" tutoring program or an alternative tutoring program
5. Other program considerations include the International Baccalaureate Programme, increased opportunities for student participation in the arts and athletics, dual credit courses
Administrative restructuring to include academic principal and grade level deans
Incentives will include staff grants for innovative program development
Committees related to the transformation process include:
1. Transformation Steering Committee
2. T.C. Vision and Action Committee
3. Staff Leadership Committee
4. Professional Learning Committees
5. Superintendent's Student Advisory Committee

Transformation Oversight: Dr. Bena Kallick and Dr. Marty Brooks
Student-Teacher Relationships: Dr. Ron Ferguson, Ph.D., Harvard University, The Achievement Gap Initiative and Student Conspiracy to Succeed at http://www.agi.harvard.edu and the Tripod Model of Content, Pedagogy and Relationships at http://www.tripodproject.org

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