Five Focus Areas
The following are the key components of a unified system of reform and transformation:
- Individual Achievement Plans (IAP)
- Professional Learning Plans (PLP)
- Student Achievement Goals
- School Support Structures
- External Partners
Individual Achievement Plans (IAP)
- 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 (PLP)
- 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.
Student Achievement Goals
- 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:
- writing across the content areas
- reading comprehension and interpretation
- 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:
- Quarterly criterion-referenced assessments (including performance assessment tasks)
- Virginia Standards of Learning tests
- SATs, ACTs, and PSATs
- Advanced Placement Examinations
- Other standardized assessments (TBD)
School Support Structures
- Programs to be implemented as part of the initial phase of the T.C. transformation:
- Writing and Mathematics Centers
- Expanded online learning opportunities
- Extended school learning options
- Possible continuation of the "Titan Up" tutoring program or an alternative tutoring program
- 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:
- Transformation Steering Committee
- T.C. Vision and Action Committee
- Staff Leadership Committee
- Professional Learning Committees
- 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