1. King and Queen Central High School King and Queen County Public Schools Home of the Royal Tigers

2. Data analysis School climate & culture data – Discipline referrals have seen a 3 year decline. – Student attendance has seen a 3 year percentage increase. – Teacher attendance has seen a 3 year percentage increase. Focus on Reading levels: Istation and Achieve 3000 used to evaluate poor readers and to give additional reading and comprehension time. Benchmarks for core subjects: Teachers evaluate benchmark scores for reteaching, lesson strategy improvement, and class and individual student interventions. Student performance – First Quarter benchmarks improved over last year’s.

3. Decline in Discipline Referrals School – Safety Offense Category2008-20092009-20102010-11 Weapons Offenses001 Offenses Against Student142 Offenses Against Staff015 Other offenses Against Persons382326 Alcohol, Tobacco, & Other Drug Offenses1031 Property Offenses611 Disorderly/Disruptive Behavior offenses200154143 Technology Offenses13153 All other offenses2502

4. Reasons that discipline problems have lowered. Why have discipline problems declined? 1.Teachers focus on relationships. 2.Consistent communication to parents/guardians by administrators and teachers 3.Teacher, administrator, parent, and student conferences regarding student behavior and academic success 4. Tiger Den - place to send a student when they are a distraction or need to gather themselves; Teacher conducted and monitored; Keeps discipline at the teacher/student level; Referrals do get sent to office

5. Student attendance Student Attendance 2007-8 – 81% 2008-9 – 90% 2009-10 – 91% 2010-11 – 92% 2011-12 – 92%

6. What are the strengths of your school’s transformation/turnaround? – Higher expectations of staff, administration, and support staff. – High attendance rate of students and staff. – Emphasis on differentiated reading instruction (iStation/Achieve3000) – Enhancement of school spirit. – Small and manageable environment. – Staff members’ focus on academic achievement. – Staff members’ willingness to try different instructional approaches.

7. What are the areas of opportunity of your school’s transformation/turnaround?  Need to improve faculty and student morale  Increase staff development opportunities  Improve Math instruction/scores  Differentiate reading instruction  Alignment of curriculum  Limited resources (ex: older textbooks)  Teacher recruitment and retention

8. How have the SIG funds been used? – To support staff for curriculum and student assistance Dean of students – Student Data driven responsibility (tardies, absences, intervention group, student discipline, student incentive program) Math and literacy coaches; classroom management coach Revamping the teacher observation procedures (W&M pilot) LTP/W&M focus on assisting all areas of school improvement Local support for areas of instruction (core areas and reading)

9. How have the SIG funds been used? – To implement technology use in classrooms promethean boards and clickers in classrooms calculators for math and science department Improved computer labs with enriched software ? Classroom set of Nooks to enhance reading laptops for teachers

10. How have the SIG funds been used (At the school and the division level)? – To increase instructional materials and supplies Writing journals for all classes Supplementary reading materials Student work binders in all core classes? Subject/curriculum materials used for instruction iStation & Achieve3000 assess students’ reading levels & provide individualized instruction & interventions – Professional Development Peer to peer observations for all departments Curriculum mapping for core teachers Graduate courses in content reading/writing at school Increased opportunity to attend regional/state meetings Student behavior/relationship building conference for all teachers Teacher evaluation coaching for administration

11. Progress of the federal requirements. Model StrandsLevel of Implementation Creation & Use of District Team High Implementation – Structured LTP group, SBO representatives, and school representatives. New school board members to inform (4 of 5). Need to add more community involvement Enabling School Autonomy High Implementation – Allowing teachers and school administration to make decisions based on student data and performance Principal & Hiring Teachers Partial Implementation – Hired principal. Will need to focus on improving teacher recruitment process Stakeholder EngagementPartial Implementation – Will need to focus on community involvement. High/Full implementation from school and SBO Creation & Use of School Team High Implementation – Team consists of representatives of all departments. The entire faculty is kept abreast of changes, vision, and decisions made during faculty meetings and other communication resources such as newsletters and emails Leading ChangeHigh Implementation – School moral, student behavior, and student and staff attendance have improved. A focus on learning has improved during the school year of 2011-12 Evaluating, rewarding, removing staff Partial Implementation – Have improved and adopted new teacher evaluation process ? Don’t think this has been done yet. Evaluated and removed low performing teachers in 2010-11. Need to develop more incentives Professional Development High Implementation – Peer observations, curriculum mapping, graduate courses, PD in dealing with student behavior and motivation, attendance at regional/state conferences Learning TimeFull implementation – 7:55-3:15 schedule. (extra: After school remediation program from 3:30-5:00) Reforming InstructionPartial Implementation – Finalizing curriculum mapping and pacing for core areas, more group work and use of technology in classrooms

12. What unexpected barriers came up during implementation? Time it takes to get all parties together in the vision of the school improvement process. CHS started its 2010-11 school improvement process late due to a late hire of the Supt. and Principal Determining best use of funds. Tough to staff school

13. What are your goals for the rest of the 2011-12 school year? Continue to focus on student academic success Complete curriculum maps in selected areas Expand stakeholder involvement in process Improve communication with parents for support Participate in early recruitment of teachers Modify teacher evaluation process Increase student and teacher incentive programs Focus on students identified as at-risk and/or needing additional intervention

14. How are you planning for the phase out of the Lead Turnaround Partner, the increased state supports, and the additional funds? Funds have assisted with professional development in curriculum mapping, student and community relationships, and teacher instruction; Allowed us to “catch up” and stay abreast Build capacity of teachers and school personnel in professional development efforts to ensure continuous improvement Involve teachers and school personnel more actively in school improvement process Phase responsibilities of SIG personnel to school personnel, with SIG personnel becoming guides and mentors during the third year (2012-2013) Evaluate school’s local budget to ensure continued focus on instruction

15. Questions? King and Queen County Public Schools Home of the Royal Tigers