School Improvement Plan Report - Colonial Forge High Schoolcfhs.org/SACS_Draft_05_06.pdf ·...
Transcript of School Improvement Plan Report - Colonial Forge High Schoolcfhs.org/SACS_Draft_05_06.pdf ·...
WELCOME TO COLONIAL FORGE HIGH SCHOOL!
According to the latest Stafford Department of Economic Development
Community Profile, Stafford’s population has grown from 40,470 in 1980 to an
estimated 121,000 at the present time. Over eighty percent of the growth is from
new families moving into the county. The county’s population is expected to
increase to 145,000 by 2010. Our county system’s enrollment is projected to
exceed 27,000 in the 2005-06 school year. An example of the rapid growth can
be seen in the increasing number of new homes being built throughout the
county and by the commercial development along the Route 610 corridor.
The dramatic population increase and residential development are directly
related to the improved transportation network between Washington and
Richmond. Completion of Interstate 95 in the early 1960's made Stafford a
suitable location for workers who commute to Washington, D.C. and other nearby
government installations. Approximately eighty percent of the work force
commutes to jobs outside the county. Because of Stafford’s population growth,
the Census Bureau has named the county part of the Washington-Arlington
Metropolitan Statistical Area. The Washington Post in its Virginia Weekly
publication now covers the county. These, as well as other factors, are
indications of subtle but strengthening cultural and economic ties to the north
where ties have been traditionally to Fredericksburg and Richmond in the South.
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Stafford County enjoys a very long and rich history. Prehistoric remains of
all sorts – including Sauroposeidon, the largest dinosaur found in Virginia – have
been found in Stafford. Fossil remains are found throughout the county along
with artifacts from the Patawomeck and Manahoac Native American tribes.
Captain John Smith sailed up the Potomac from Jamestown to present-day
Stafford and explored its shores. The Powhatan princess Pocahontas was
kidnapped from Stafford’s Marlborough Point. The Brents of Maryland
established the first English Catholic settlement in Virginia on Aquia Creek and
opened it to all faiths, one of the first examples of religious tolerance in Virginia.
All of this took place before Stafford County was formally established by
Parliament in 1664.
Stafford’s fisheries, tobacco plantations, iron works, and flourmills were
major suppliers to Great Britain in the Colonial Period. George Washington, the
father of our country, and George Mason, author of the Bill of Rights, lived here
as youngsters. James Hunter’s Iron Works was one of the major industrial plants
in the Revolutionary era and supplied the Continental Army with arms and
equipment in its fight for independence. With the establishment of our new
nation’s capitol, Government Island was purchased to provide the stone for the
White House and the U.S. Capitol.
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During the Civil War, Stafford was a logistical and transportation center,
and a staging ground for many area campaigns. Chatham Manor, like many
other homes in Stafford County, was utilized as a Union headquarters and
hospital to treat the wounded. The bloody Battle of Fredericksburg took place
across the banks of the Rappahannock River in December 1862. The next
spring Union General Ambrose Burnside bogged down his army on the famous
“Mud March.” Demonstrating that we still had the monumental issue of slavery
facing us, Stafford’s Anthony Burns was the subject of America’s first major
fugitive slave case. Nationally known abolitionist Moncure Conway led his
family’s slaves to freedom in Yellow Springs, Ohio in 1862. Stafford repeatedly
defined the battleground between the North and South. Troops were positioned
for famous engagements including the Battles of Fredericksburg,
Chancellorsville, and the Wilderness. Stafford’s civilian population was among
the first to suffer the devastating effects of a modern war, having to host the
entire Union Army from 1862-1863. Many local land and population records
were forever lost when Union soldiers raided the county’s courthouse, taking
deed books and other material to cover the mud ruts left by their equipment in
what would become U.S. Route 1. Over 100,000 men (a number nearly equal to
today’s population) had to be housed, fed, warmed, and entertained, straining the
county’s resources to the point of collapse. Stafford’s population did not recover
until the mobilization of the 1940s.
The Colonial Forge High School site has its own rich history. In 1724,
John England, the manager of the Principio Furnace located in Cecil County
Maryland, learned that there were rich iron deposits in Stafford, Virginia. These
rich deposits were located on a tract of land that was near the Accokeek Creek.
John England then conferred with Augustine Washington (father of George
Washington) who owned this tract of land concerning the supervision and mining
of the ore. Washington oversaw the Accokeek ironworks and bequeathed his
interest to his son, Lawrence. For a time, this ironworks proved profitable and
even exported one-fifth of the entire tonnage exported from Maryland and
Virginia.
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Citizens of Stafford are particularly fortunate in cultural and recreational
opportunities available to them. Just a few miles to the north in Washington,
D.C., museums, theaters, and art galleries provide limitless facilities for
entertainment and education. Recreational parks are also plentiful in Stafford.
There are four local parks and a number of national and state parks within a
short distance. Historical and recreational opportunities abound for county
residents. Our rich history of over 330 years is evident in places like Ferry Farm
(George Washington’s boyhood home), Chatham (an 18th century manor house)
and Belmont (artist Gari Melchers’ estate and gallery). Other points of historic
interest include Aquia Episcopal Church and the White Oak Civil War Museum.
The Riverside Dinner Theatre stages live Broadway musicals and delicious
meals. A separate conference facility provides a venue for wedding receptions,
seminars, trade shows, and social events. There are skating rinks and bowling
areas to provide opportunities for indoor recreation as well as a movie theatre
and First Light Studio, a non-profit community organization whose goal is to
develop programs in the fine and performing arts. Stafford County is also home
to Hartwood Winery, a Virginia farm winery that offers tours and tastings in the
scenic and historic area of Hartwood. The continuing growth of local churches
reflects the traditional values shared by our residents. Over 80 places of worship
of all denominations are located in Stafford, including the region’s only
synagogue, located in the England Run community.
The John M. Porter Library has 23,000 square feet of state-of-the-art
space linked by computer to the Central Rappahannock Regional Library
System. The system’s collection totals over 230,000 volumes and has also
recently added wireless Internet service in all branches. The main library in
downtown Fredericksburg has been recently renovated and expanded.
Residents also have access to the library at the University of Mary Washington.
With over 500,000 volumes, it is a member of the State University Library
System.
Our area also enjoys a year-round schedule of cultural events sponsored
by many organizations, including but not limited to community orchestra, theatre
companies, the National Park Service, a very comprehensive department of
Parks and Recreation, and a regional Chamber of Commerce. Classical
musicals, afternoon teas, archaeological digs, living historians, battle site tours,
historic estates, art galleries, museums, three golf courses, festivals, sports
tournaments, river events and much more are available to residents, many of
which without charge. In addition, a short drive north or south brings a myriad of
regional, state, and national events. Stafford offers something for everyone!
The median household income in Stafford has steadily risen with the influx
of new families. According to the Stafford Department of Economic Development
Population Facts database, the median household income in Stafford County
was $75,133 in 2004.
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Historically, Stafford County has depended upon real estate taxes for the
greatest share of its revenue. State and federal funds have declined since 1970.
Stafford uses the traditional form of county government with a Board of
Supervisors and a County Administrator. Residential growth has been swift since
1960, and economic development has not kept pace with it. Property taxes
account for a disproportionate amount of the total county income. The Board of
Supervisors has taken steps to promote economic development in order to
reverse this trend. There is an aggressive economic development program in
effect.
County government, the school system, and various administrative offices
are the largest employers within the county followed by GEICO Corporation with
approximately 3000 workers. McLane Mid-Atlantic employs 1100 people followed
by Intuit with 300 employees. Many companies have selected Stafford because
of the strength and scope of the local labor pool. Almost two-thirds of Stafford’s
civilian labor force commutes outside the county to work. Most work in
metropolitan Washington D.C. or Richmond.
The Quantico Marine Corps Base plays a key role in the economic vitality
of Stafford. The base extends over portions of three counties, including 32,753
acres in Stafford. Currently 16,200 people are located on the base. This includes
7,200 Marines, 3,600 family members, and 5,400 civilians. Quantico’s annual
military payroll is $169 million; its annual civilian payroll is $52 million.
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Colonial Forge High School opened on September 7, 1999 with
approximately 850 students in grades 9 through 11 and a professional staff of
approximately 60. During its second year of operation, fall 2000, student
population topped 1300 and the staff increased to 144. In 2004-2005 student
population reached 1876. With the opening of Mountain View High School in the
fall of 2005, student population temporarily dropped to 1691. Colonial Forge High
School is a modern 239,000 square-foot facility located on sixty-four acres with
spacious traditional classrooms designed for effective, efficient learning. Over a
mile of hallways make all areas of the school building easily accessible to
students. The focal point of the building is the cafeteria, which serves as the
lobby. From this location, with its high recessed ceilings and open courtyard, one
may enter the gymnasium, the music and band areas, the auditorium, the arts
wing, the counseling center, the academic wing, and the school offices by simply
walking through one of several doorways. Colonial Forge is host to a Governor’s
School site. Career and technical education classes are taught at Brooke Point,
Stafford, and North Stafford High Schools to which groups of students are
transported for instruction. Honor level courses are offered in all grade levels in
English. Advanced Placement courses are offered in Chemistry, World History,
US/VA History, US/VA Government, Comparative Politics, English, Statistics,
and Calculus. Dual enrollment courses are offered in conjunction with Germanna
Community College in the areas of Advanced Biology, English Composition, and
Calculus. Students may earn a Special, Modified, Standard, or Advanced
Studies Diploma. Students are encouraged to begin taking college entrance
examinations in their junior year. Average SAT scores for Colonial Forge High
School underclassmen for the 2003-04 school year were approximately 524
verbal and 525 math; these scores were the highest in the region.
Colonial Forge was honored to receive the 1999-2000 Outstanding New
Building Design Award from the Virginia Department of Education. We have also
articulated agreements with Germanna Community College and Northern Virginia
Community College to provide Dual Enrollment courses. In addition, the CTE
program is offered and enjoys steady growth. Colonial Forge was also
recognized for exceptional and exemplary contributions to career and technical
education through the Rufus W. Beamer Excellence Award. Colonial Forge High
School is fully accredited by both the State of Virginia Board of Education and the
Southern Association of Colleges and Universities.
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Our Adminisitrative Team
Dr. Lisa Martin
Principal
Mr. Brian Collier
Assistant Principal for Athletics and Activities
Mr. Harry Johnston
Assistant Principal
Mr. Rodney Jones
Assistant Principal
Mr. Nick Mammarella
Assistant Principal
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Our Leadership Team
Dr. Lisa Martin
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Adams, Nita Baumbach, Kristen
Clark, Gail Crawford, Kimberly
Driver, Brian Drucker, Bruce
Gottschalk, Gary Greene, Dennis Jones, Rodney
Krapfl, Betty Loft, Andrew
McCloud, Sue Schaffer, Carrie
Smith, Robin Steber, Mike Steele, Joyce
Torosian, Helen Watkins, Alan
School Climate and Safety Committee Cindy Trant and Lynn Yealy, Co-Chairs
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Adams, Juanita Alb, Maria
Baker, Ernie Barricklow, Kelly Bennett, Elissa
Black, Mark Burns, Mike
Cavanaugh, Dori Chappelle, Latoya
Collier, Teresa Cousins, Rebekah
Csikari, Melissa Dahl, Andrea
Diamantopoulos, Peter Gochenour, Kathy Graysay, Duane Greene, Dennis
Hamed, Valli Han, Jina
Justice, Gabriel Kennan, Erin
Kotlarchuk, Ihor Laine, Keith
Leon, Stephanie McVey, Michele
Mesa, Keith Mitchell, Brenda
Oldenberg, Shane Onorato, Vince Roark, Karen
Sanders, Barbara Schneider, Allison Shumanski, Scott
Smyzer, Brian Stadler, Brian Stello, Frank
Struder, Megan Thornton, Heather Torosian, Helen Villers, Joanne Walker, Deidre Weaver, Dennis Zardezed, Bryan
Professional Development Committee
Konrad Heller, Chair
Backus, Melissa Brandon, Nancy Brewer, Michelle Carlson, Craig Costa, Brian
Fultz, Jill Elizabeth Gaddy, Theresa Good, Carlene
Hartman, George Henderson, Tish
Hinds, David Hodgeson, Colleen
Hood, Lucille Ingram, Deborah
Kaim, Cessi King, Diana Kling, Eric
Long, Kristen Mabe, Gail
Maguire, Jennifer Main, Karen
Martens, Donna McQuillen, Amy
Meka, Bob O'Brien, John Papas, Anna
Perry, Barbara Pflumm, Stephanie
Rerucha, Mollie Schaefer, Carrie
Skjoldal, Matt Tharp, Katherine Tlumack, Aaron
Tucker, BJ Zydiak, Genie
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School and Community Relations Kristen Baumbach, Chair
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Adair, Aimee Arther, Tori
Bailey, Pamela Boas, George Burt, Shelley
Cackett, Maria Carlstrom, Laura Carnevale, Betty Cascio, Lenny
Clark, Deb Clark, Gail
Connor, Jenna Cyphers, Denise DeWitt, Kristina Drucker, Bruce Fults, Geoffrey
Gochenour, Kathy Harris, Jan
Hollar, Aimee Jones, Jeff
Krapfl, Betty Lace, Bart
Loft, Andrew McCloud, Jim McCloud, Sue Parker, Celina
Pirch, Christopher Reynolds, Pat Shotwell, Dave Snead, Michael Sullivan, Dan
Szakelyhidi, Shawn Thompson, Amber Toombs, Heather
Worthan, Lee Yealy, Ken
Curriculum and Instruction Brian Driver and Michael Steber, Co-Chairs
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Banyasz, Catherine Boster, Tina
Coleman, Tim Compel, Debby Conway, Cliff Crawford, Kim Csikari, Steven Darley, Michelle Delaney, Katy Doherty, Mark
Banyasz, Catherine Boster, Tina
Brown, Catherine Coleman, Tim
Compel, Debby Conway, Cliff Crawford, Kim Csikari, Steven Darley, Michelle Delaney, Katy Doherty, Mark
Gardella-Cherry, Sandra Gould, Cynthia Heard, Valerie
Hicks, Allen Hoch, Sharon
Holtschneider, Stephanie Huffman, Rob Kelley, Shawn Knowles, Lori
McClafferty, Kerri Miller, Deanna Picariello, John
Quinn, Bernadette Rachal, Taneshia
Saylor, Larry Siegmund, Don Smart, Olympia
Smith, Robin Spicer, Aaron
Swink, Bill Wagner, Robert Waterman, Amy
White, Karen Wible, Ginger
COLONIAL FORGE HIGH SCHOOL
SACS CASI GUIDED SELF-STUDY
SECTION 1: OVERVIEW
The self-study was conducted by the Colonial Forge School Improvement Team,
which is made up of our Principal, Lisa Martin, four Assistance Principals, the
Colonial Forge Leadership Team, the SACS Leadership Chairpersons, the
Professional Development Committee, the School and Community Relations
Committee, the School Climate and Safety Committee, and the Curriculum and
Instruction Committee. All members of the faculty and some staff members are
part of this school-wide Colonial Forge School Improvement Team. Completion
of the study was included in the tasking of the Colonial Forge High School
Improvement Plan, which is continuously reviewed, update at least annually, and
submitted annually to the Stafford County Superintendent of Schools and the
Stafford County School Board. In the fall of 2004, seven members of our SACS
committees (Dr. Martin, Joyce Steele, Gary Gottschalk, Cindy Trant, Kristen
Baumbach, Konrad Heller, and Mike Steber) attended a one-day workshop
offered by the SACS Council on Accreditation and School Improvement at
Northern Virginia Community College in Manassas. Training emphasized the
Next Generation of Accreditation and School Improvement.
SECTION 2: COMPLIANCE WITH ACCREDITATION STANDARDS
Using the SACS CASI Standards Assessment Tool, the Colonial Forge High
School Leadership Team concluded that the preponderance of indicators for
each of the accreditation Standards is evident in the school setting. Team
members individually completed the Standards Assessment Tool and the SACS
Leadership Committee compiled composite results.
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Standard 1: Beliefs and Mission
The School and Community Relations Committee was responsible for the
development of the Colonial Forge Beliefs and Mission Statement. The
committee engaged teachers, administrators, support staff, parents, students,
and other stakeholders in our community during the 1999-2000 school year. The
NSSE School Beliefs Inventory was administered to the faculty and wide
selection of support staff, students, and community stakeholders. A draft Beliefs
and Missions Statement was provided to faculty and staff and a representative
sample of students and parents for comment. The committee collected feedback
and produced a revision, which was unanimously approved by the faculty at the
April 2000 faculty meeting. The statement has been reviewed annual since its
adoption and was formally readopted at the September 2005 faculty meeting.
OUR BELIEFS:
As members of the Colonial Forge High School learning community, we believe
that:
- All students can learn; student learning is the chief priority for our school.
- Each student is a valued individual with unique physical, social, emotional and
intellectual needs.
- Students should be actively involved in solving problems and producing quality
work.
- Curriculum and instructional practices should incorporate a variety of learning
activities to accommodate differences in learning styles.
- Positive relationships and mutual respect among students and adults enhance
students’ self-esteem.
- Cultural diversity and multicultural experiences increase students’
understanding of and respect for other racial, ethnic, and religious groups.
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- Teachers, administrators, parents, and the community share the responsibility
for advancing the school’s mission.
- A safe and comfortable physical environment enhances student learning.
OUR MISSION:
The mission of Colonial Forge High School is to foster the development of an
environment that will facilitate learning for all students, promote ethical decision-
making, self-esteem, and respect for others, and foster the development of self-
sufficient adults.
Standard 2: Governance and Leadership
The Stafford County School Board, an elected nonpartisan body, develops
school policy. The Stafford County School Board appoints the Stafford County
Superintendent of Schools who in turn supervises the Stafford County Public
Schools Central Office staff and the many principals and assistant principals who
lead the daily operations of Stafford County’s schools. The ultimate responsibility
for the operation and performance of Colonial Forge High School rests with Dr.
Lisa Martin, the building principal. She has served in the capacity of Principal
since the spring of 1998 and opened Colonial Forge in September 1999.
Stafford County Public Schools delegates administrative and leadership
prerogatives to Dr. Martin and enables her and the school’s administrative team
to implement policies and procedures for the daily operation of the school. An
Executive Leadership Committee that represents the school at countywide
leadership team functions also guides the Leadership Team. Monthly meetings
with the Leadership Team and faculty help to shape and guide policy decisions.
Colonial Forge High School is provided support from the central office in the
areas of facilities, transportation, human resources, technology, and student
accountability. Dr. Martin meets regularly with her four assistant principals and
other staff, as necessary, to formulate policy for the daily operation of Colonial
Forge High School.
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Dr. Martin maintains a Colonial Forge Leadership Team comprised of Assistant
Principals, Department Heads and other key staff. They meet monthly to reflect
on policy decisions, discuss upcoming events and their scheduling, and monitor
progress on action items from the School Improvement Plan. The Leadership
Team brings faculty issues to their monthly meetings and then disseminates
information to staff members after the meeting adjourns. In addition,
departments meet monthly to discuss school and departmental issues.
Standard 3: Curriculum
The basic instructional program for Colonial Forge High School is defined in the
Stafford County Public Schools Program of Studies, the Virginia Department of
Education’s Standards of Learning and Curriculum Frameworks. These
documents establish objectives for all subjects.
Teachers develop course syllabi from the Program of Studies, Standards of
Learning, and Curriculum Frameworks. Syllabi are usually posted on teacher
pages at schoolnotes.com and/or delivered to students in hard copy.
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Honor level courses are offered in all grade levels in English. Advanced
Placement courses are offered in Chemistry, Environmental Science, World
History, US/VA History, US/VA Government, Comparative Politics, English
Literature & Composition, Statistics, and Calculus. Advanced Placement Biology
will be offered beginning in the fall of 2006. Dual enrollment courses are offered
in conjunction with Germanna Community College in the areas of Advanced
Biology, English Composition, and Calculus. Colonial Forge is host to a
Governor’s School site. In addition to the above course offerings Governor’s
School students have access to additional AP courses such as European
History, Human Geography, English Language & Composition, and
Environmental Science. These course offerings earned Colonial Forge
recognition as one of Newsweek Magazine’s top high schools in America last
year. In 2005, 306 students took a total of 485 AP exams. Since 2001, the
number of students taking AP exams has more than doubled.
The A/B Honor Roll and awarding of Academic letters recognize students for
their academic successes. At graduation students with a 3.80 grade point
average or higher are recognized as Distinguished Honor Graduates and those
with a 3.30 or higher grade point average as Honor Graduates. As a result of the
excellent curriculum our students excel in many state and national competitions
(FBLA, Band, Drama, Art, and Journalism awards). A new initiative at Colonial
Forge is to formally recognize those students who achieve a perfect score of 600
on their Virginia Standards of Learning exams. Our 600 Club recognizes these
students with the presentation of a 600 Club Certificate for each course in which
the 600 score is attained.
Colonial Forge High School, through its Special Education Department, provides
full educational opportunities at no charge for children with disabilities through
age twenty-two. Programs are offered to students who have been assessed in
accordance with state and federal law and found to have one of the following
disabilities: autism, deafness, deaf-blindness, developmental delay, hearing
impairment, mental retardation, multiple disabilities, orthopedic impairment, other
health impairment, emotional disturbance, severe and profound disability,
specific learning disability, speech or language impairment, traumatic brain injury,
and visual impairment. Services are provided in mainstream, collaborative and
self-contained classes.
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Colonial Forge High School began a partnership with the United States Army
during the 2005-06 school year with the establishment of our J.R.O.T.C.
program. This program has been very successful, enrolling 108 students
(including students with special needs) in its inaugural year. In addition to
providing instruction in J.R.O.T.C. programs, students also participate in drill
team and color guard activities where they represent Colonial Forge High School
in community and civic events.
Under the guidance of Brian Collier, the Assistant Principal/Activities Director,
many extra curricular and co-curricular opportunities are available for Colonial
Forge students. Each grade level class is organized, has elected class officers,
and participates in a number of class activities such as the homecoming
celebration. Academic Groups include: the National Honor Society, the
International Thespian Society, and the National Art Honor Society. Performing
Groups include: Orchestra, Chorus, Marching Band, Drama Club, Eaglettes
Dance Team, and the Step Team. Foreign Language Clubs include: the
German Club, Spanish Club, Latin Club, French Club, and the American Sign
Language Club. Service Clubs include: Interact Club, SADD, Students Serving
Stafford, SCA, the Inter-Club Council, Leo Club, Key Club, and Learn & Serve.
Publications with student staff members include: our yearbook Apollo, our
newspaper Aerie, our literary magazine Molten Art, and our parent newsletter.
Special Interest Clubs include: DECA, FCCLA, the Environmental Club, TSA,
HOSA, Forensics, History Club, Science Club, Math League, FBLA, SCA, and
Scholastic Bowl. Athletic teams are fielded in the sports of: Cross Country, Field
Hockey, Football, Golf, Step Team, Volleyball, and Cheerleading in the Fall; Boys
and Girls Basketball, Gymnastics, Wrestling, Swimming, Indoor Track and Field,
Dance, Step Team, and Cheerleading in the Winter; and Baseball, Lacrosse,
Boys and Girls Soccer, Softball, and Boys and Girls Tennis in the Spring.
Standard 4
Colonial Forge employs a variety of instructional formats that accommodate a
diverse group of learners. These formats include, but are not limited to:
Basic Skills, Team Taught, Honors, Dual Enrollment, Inclusion, and AP classes.
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Technology is used is used to support instruction and learning throughout the
Colonial Forge community. Teachers maintain a www.schoolnotes.com page to
communicate with students and parents. Grades and interim reports are
calculated using the IGPro system. Software programs are used throughout the
departments to support and enhance learning. Our Technology Resource
Teacher supports instruction by providing technology training and assistance to
the staff.
The professional development of teachers at Colonial Forge keeps faculty on
the cutting edge of instructional best practices. Stafford County maintains an
online catalog of professional development (PDS) offerings available at
www.mylearningplan.com where faculty members may easily identify and enroll
in opportunities for professional development. Individual schools can prepare
and give school based PDS as the need arises. The Social Studies Department
offers a good example of this coordination between the Central Office staff and
Colonial Forge teachers. During the 2005-06 school year, Stafford County
purchased licensing for www.unitedstreaming.com which makes available for
download a very large number of film clips and images which can then be
incorporated into classroom instruction using powerpoint. The county also
maintains a subscription to www.turnitin.com. On one particular professional
development day, Central Office staff arranged for master teachers from Fairfax
County to share teaching tips with our AP U.S. History teachers. A James
Madison University professor also participated in the workshop to work with our
AP Comparative Government teachers.
Stafford County, using a Teaching American History grant, has made a three-
year program available to US History teachers. This program offers three hours
of graduate credit each year through the University of Mary Washington. The
program features evening tours of local historical sites, lectures by college
professors three to four times a year, and a week of summer field study in
Williamsburg, Richmond, and Arlington/Washington D.C. The Central Office,
also, arranged for a day in which each teacher at Colonial Forge was observed
for “Best Practices.”
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Standard 5: Assessment and Evaluation
The Community and School Relations Committee maintains a current,
comprehensive school profile. As results of tests such as SOL and AP exams
become available they are promptly disseminated to the Administration and
faculty. PSAT scores are in files maintained in the Guidance Department.
Composite scores are made available to faculty and administration through hard
copy and/or using the GroupWise email system. Significant student performance
data is normally also made known to the community through local newspapers
and Superintendent of Schools press releases.
Individual teachers assess and evaluate their students using a variety of
methods: chapter tests and quizzes, essay writing, projects, portfolios to name
some. The results are factored into quarterly, semester, and final grades
assigned by classroom teachers. Individual teachers may, if they choose,
collaborate with professional peers to give common tests, quizzes, interrelated
projects and other assignments.
The Guidance Counselors monitor the progress of all students and work
closely with those who are not performing well. Extra focus is given to seniors
whose graduation is at risk.
Standard 6: Resources
Human Resources
Colonial Forge High School has demonstrated compliance with all human
resource standards by maintaining accreditation by the Southern Association of
Colleges and Schools and by the Virginia Department of Education as reflected
in the Colonial Forge School Report Card.
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Stafford County Public Schools screens substitute teacher candidates and
promulgates to each school a list of qualified substitute teachers. Colonial Forge
hires substitute teachers from this list.
Classroom teachers are allocated one full, unencumbered planning period
each day.
Financial Resources
Colonial Forge has a full time Financial Officer and an Assistant Financial
Officer on staff. The Stafford County School Board establishes policies for
conducting financial transactions and controlling all funds raised by the school.
Outside accountants monitor compliance with the policies through a system of
regular audits.
Physical Resources
All areas of the school are attractive, welcoming, spacious, and airy, designed
for full enjoyment by all in attendance. The gymnasium seats 2,000 people, and
with seats retracted, houses three complete basketball courts. The band and
music areas include both individual and group practice rooms. The auditorium
seats 636 people and is actually a theater-styled area with persons on stage
having direct eye contact with those seated in the last row of the room. The
library/media center is an enclosed space on the second floor complete with
computer lab and reading room, as well as individual study carrels. Student
lockers are situated in the wide hallways throughout the academic wings of the
building.
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The school grounds include two separate parking lots and nine athletic fields.
The main stadium, located behind the school building, has a seating capacity of
5,000 for a large, supportive athletic following in a bowl-like setting. Associated
with the main stadium is a field house that rivals any small college. The field
house has two locker rooms equipped with 108 lockers. The function of the field
house lends itself to any athletic event. Next to the faculty parking lot are multiple
tennis courts, lighted for evening play.
All classes in the building have large, well- appointed rooms complete with
many types of equipment, such as classroom computers and computer labs
accessed through the school wide network. Each classroom is equipped with a
networked computer and Aver key, a 32-inch color television, an overhead
projector, a white board or a blackboard on two walls, a VCR and a DVD player.
Colonial Forge has two art studios: one equipped with a darkroom and the other
with a kiln. Both have elevated ceilings and open onto the courtyard. Internet
access is provided to every classroom. CFHS also enjoys a greenhouse.
The Colonial Forge High School Media Center services a large, diverse group
of students and faculty. Our holdings, therefore, meet a wide range of interests
and reading levels: ESL, MOMR, and Governor’s School students, as well as
professional readers are all accommodated along with the general population.
We have over 18,000 volumes, 300 CD/cassette items (recorded books and
lectures), and over 2000 VHS tapes and a DVD library. We also subscribe to 45
magazines and 6 daily newspapers. Additionally, we have a great selection of
online resources (educational databases) linked to the CFHS homepage. Kim
Crawford and Rob Huffman offer classroom demonstrations of our library’s
capabilities, specifically the online resources and research strategies, at
teacher’s requests. The library is open from 7:20 am to 4:00 pm (Monday
through Thursday) and 7:20 to 3:00 on Friday. Extra-curricular activities include
the Multicultural Club (Kim is the faculty advisor) and the new Manga/Graphic
Novel Club (Rob is the faculty advisor).
Standard 7: Support Services for Student Learning
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Colonial Forge High School’s Guidance Department is committed to the
educational and personal success of every student. The Guidance Department
provides extensive services to students and parents including individual and
group guidance, academic counseling for course registration, junior/senior
college planning, career exploration, and financial aid workshops. Each student
is assigned alphabetically to an individual counselor who then acts as that
student’s primary advocate. In addition, the Guidance Department will facilitate
student access to other county school personnel or other agencies for students
whose needs can not be met in-house.
The Guidance Department provides a secure student records room and
maintains strict accounting for any review of student records. Secure storage of
Virginia Standards of Learning and Educational Testing Service exam/test
materials is also provided.
Every effort is made to provide students and staff with healthy, nutritional food
options. Breakfast and lunch are served each school day. Sodas have been
removed from soft drink machines and replaced with water, sports drinks, milk,
and healthy snacks.
Tutoring is available every afternoon in all academic areas, which targets SOL
remediation as well as general tutoring. Our Saturday morning math tutoring
program has been especially successful. We have had to cap the number of
student participants at 30 due to staff compensation restraints.
A registered nurse is on staff. There is also a nursing assistant. They are
available throughout the school day to dispense prescribed medicines and to
attend to the needs of students who become ill during the school day.
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There is a Stafford County Deputy Sheriff assigned to full-time duty at
Colonial Forge High School as a Resource Officer. He works with our Assistant
Principals and Security Officers with student and security issues where
appropriate. He is a willing adjunct to our Government teachers and is
particularly effective in supplementing instruction on the Bill of Rights/Fourth,
Fifth, and Sixth Amendments.
Standard 8: Stakeholder Communications and Relationships
Colonial Forge maintains a number of vehicles for fostering effective
communications and relationships with stakeholders. Morning announcements
are broadcast to faculty, staff, and students via closed circuit television by
student productions at the end of first period daily. Announcements are scrolled
throughout the day on Electronic Bulletin Boards and televisions in the commons
area/cafeteria and in each classroom throughout the day.
Our faculty maintains individual accounts at schoolnotes.com to facilitate
teacher, parent, and student communication. Teachers post assignments and
notes related to classroom lessons. Students and parents can email teachers
from schoolnotes.com as well as from the school’s website at www.cfhs.org.
The school newsletter, From the Fires of the Forge, is distributed monthly to
parents and other community stakeholders. Articles in the newsletter encourage
stakeholders to provide ideas and opinions to the School Improvement
Committee for enhancing the work of Colonial Forge
Colonial Forge maintains a school website which advises the community of
scheduled school events and other important school news. The site contains
links to teacher schoolnotes.com accounts and to the Stafford County School
Board and Superintendent of Schools.
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Many of our parents attend our annual Back-to-School night and parent
breakfasts in the fall fall. Back-to-School night gives teacher the opportunity to
present information on their classes and their expectations for student
achievement to student’s parents. Parent breakfasts are held on Saturday
mornings in September and target the specific needs of students in each grade
level.
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Our PTSO meets monthly. Their membership is alerted to the meetings via
email and the minutes of the meeting are similarly distributed via email. The
PTSA is particularly active in planning and executing the annual After Prom
party, which provides wholesome entertainment and food throughout the night
following the prom. Parents also solicit local businesses, which in turn have
been very supportive of the students in providing many very nice gifts, which are
raffled off at the end of the party. With this assistance from the community, our
students have an incentive to go to After Prom and to stay off the roads during
hours of greatest danger Our community also supports the PTSO’s Renaissance
Program with discounts and free merchandise to eligible students.
Standard 9: Citizenship
Colonial Forge High School features a safe and orderly environment that
helps students develop citizenship skills. Stafford County maintains a Citizenship
Word of the Month program. Student clubs and organizations design and
construct Character Education-Word of the Month displays that are erected and
put on display in the cafeteria. . The Word of the Month is prominently displayed
in classrooms throughout the school as well as at the County Administration
Building. Teachers work the word of the month into their lessons as feasible.
In addition, we air character education commercials in a video format that are
part of the daily morning announcements.
Students have a number of opportunities to develop and demonstrate
leadership. The Student Cooperation Association (SCA) and the individual grade
level class officers meet daily during 7th period to discuss, plan, and carry out
activities such as canned food drives, a blood drive, and class fund raisers. The
National Honor Society (NHS) members participate in student tutoring. The NHS
and other organizations such as the Interact Club require their members to
participate in community service activities throughout the year. These
opportunities are augmented by an extensive program of extra-curricular
activities, providing students with further opportunities to develop and
demonstrate leadership and decision-making skills under the guidance of their
activity coaches and sponsors.
The Stafford County School Board promulgates a Code of Conduct for
students, which clearly states written guidelines for student conduct. The Code
of Conduct is sent home to parents the first week of the school year. It is also
printed in the Agenda booklet provided to all staff and students and carried by
each student throughout the year.
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Colonial Forge High School has a full time staff employee responsible for
monitoring daily student attendance. A written attendance policy is included in
the student’s Agenda booklet. Phone calls are made to parents or guardians of
absent students. Mr. Bob Meka, Administrative Assistant, monitors student
attendance over time and applies sanctions for excessive unexcused absences.
The Assistant Principals oversee and record in-school and out-of-school
suspensions. Teachers maintain class attendance records, which they compare
with the daily attendance report from the Attendance Office. Conflicts, or
inconsistencies, are followed-up and reconciled. Stafford County Schools has a
final exam exemption program for students with fewer than five absences as an
incentive for good citizenship.
Standard 10: Continuous Process of School Improvement
The primary vehicle for maintaining a continuous process of school
improvement is the Colonial Forge High School Improvement Plan, which sets
tasks and goals, and assigns responsibilities for school improvement. The
Leadership Team and the four School Improvement Committees routinely
monitor this plan. The plan is revised annually and submitted to the Stafford
County Superintendent of Schools and to the Stafford County School Board. The
four School Improvement Committees meet quarterly and submit status reports
to Dr. Martin who in turn reviews the submissions and provides a quarterly report
to the Superintendent of Schools.
The Colonial Forge School Report Card augments the School Improvement
Plan by providing a detailed description of student achievement across a variety
of demographic characteristics. Focusing on student learning, the School Report
Card provides a window for identifying actions to improve student learning for
inclusion in the Colonial Forge School Improvement Plan.
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Stafford County maintains an extensive catalog of Professional Development
opportunities. The catalog is available to faculty at www.mylearningplan.com. It
includes offerings developed in-house by Colonial Forge faculty and staff that
result from administration and departmental actions as well as from the annual
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survey of our faculty’s training requirements conducted by the Professional
Development Committee. Survey data is communicated to staff members and is
used to shape professional development offerings for the next school year.
SECTION 3:
Colonial Forge High School opened its doors with Provisional Accreditation
from the Southern Association as a spawned school. Colonial Forge High
School’s continuous process of improvement to establish full SACS accreditation
began with the establishment of the Colonial Forge Leadership Team, a co-
chaired SACS Steering Committee, and four supporting committees: the School
Climate and Safety Committee, the School and Community Relations Committee,
the Curriculum and Instruction Committee, and the Professional Development
Committee. This organization followed the then current Southern Association
model for school improvement. The four supporting committees were dual
tasked to establish and maintain SACS accreditation and also to maintain a
School Improvement Plan tasked by the Stafford County Superintendent of
Schools and developed by the Colonial Forge Leadership Team.
The School Climate and Safety Committee coordinated the development of
School Beliefs and Mission during the first year of our operation. Simultaneously,
our School and Community Relations Committee undertook the development of
our school profile and the Curriculum and Instruction Committee took the lead in
developing Desired Student Learning Objectives. These efforts came to fruition
in our beliefs and mission statements documented in Section 2 and in the
following:
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DESIRED STUDENT LEARNING OBJECTIVES
In order to become a productive, responsible life long learner and citizen, the student will:
Identify problems and utilize appropriate problem solving and decision making techniques to
develop responsible solutions to situations in daily life.
Develop verbal skills using standard spoken and written English and the non-verbal skills
necessary to communicate as a responsible, contributing member of society.
Acquire a working knowledge of the skills and concepts of mathematics, science, social studies,
and technology required for life long learning and success.
Achieve the ability to work with diverse groups while showing respect for individual abilities,
beliefs and for cultural similarities and differences.
Develop an interest in and appreciation for recreational and/or extracurricular activities, including
the visual, performing and practical arts, which augment the academic curriculum and enrich the
quality of life.
Learn that ethical and honest behavior within the limits of generally accepted rules, laws, and
codes of conduct is essential to the safe and secure environment needed for the successful
development of one’s full potential.
Set goals and develop paths for successful post high school educational and career
opportunities, which recognized the need and contributions of high academic standards and
performance while in high school.
Demonstrate an awareness of the value of becoming a life long learner.
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Our mission was our vision. Our vision was that Colonial Forge would be a
school that would have an environment that would facilitate learning for all
students, promote self-esteem and respect for others, and foster the
development of self-sufficient adults. We were going to do this through a solid,
core curriculum complemented with elective courses and both co-curricular and
extra-curricular activities that would bring out the best in our students. We set
out to make every student feel as though he or she was a valued member of our
school. We were very conscious of the need to create a Colonial Forge identity
for students coming to us from at least three different high schools and at five
middle schools. As we looked around, we began to take pride in the faculty and
staff that had been recruited. The large amount of exceptional expertise
assembled gave us the confidence to forge ahead. The enthusiastic support of
parents and community stakeholders was further assurance that we would be
successful.
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To verify our optimistic sense of who we were and who we were going to be and
to assist us in identifying our strengths and limitations, we administered the
“Survey of Instructional and Organizational Effectiveness” available from the
National Study of School Evaluation (NSSE) to our faculty, support staff, and
administration in December 2000 and again in February 2005. The results
indicated that we thought our curriculum, instruction, and assessment practices
to be “fully functioning and operational” reflected in scores ranging from 3.0 to
3.314 on a 4 point scale. Relatively high ratings (3.2 and above) were assigned
to developing quality curriculum; aligning instruction with the goals and
expectations for student learning; actively engaging students in their learning;
clearly defining the expectations for student learning; and developing fair
assessments avoiding bias and distortion. Relatively low ratings (3.0-3.1) were
assigned to employing data-driven instructional decision making; collecting a
comprehensive and representative sample of student achievement; establishing
the purpose of assessments; and ensuring effective implementation and
articulation of the curriculum.
With respect to the analysis of Colonial Forge’s organizational conditions, the
survey again reflected our conviction that all practices were “fully functioning and
operational” with scores ranging from 3.023 to 3.423 on a 4 point scale.
Relatively high ratings (3.2 and above) were assigned to facilitating a
collaborative process in developing a shared vision; developing a shared vision,
beliefs, and mission; defining measurable goals focused on student learning;
promoting quality instruction by fostering an academic learning climate;
developing school wide plans for improvement; providing skillful stewardship;
fostering community-building conditions within the school; extending the school
community through collaborative networks and improvement; building skills and
capacity for improvement through comprehensive and ongoing professional
development; and creating the conditions that support productive change.
Relatively low ratings (3.023 – 3.1) were assigned to employing effective decision
making, and to maintaining progress in improving student achievement and
instructional effectiveness.
At the end of our first year of operation (1999-2000) we carefully examined
our student performance data. Our students had an average SAT I score of
1087, well above the Stafford County average of 1049, the Virginia average of
1009, and the National average of 1019. The picture on the relatively new
Virginia Standards of Learning exams was not as rosy. The English and Science
Departments were above the state standard for success of 70% passing in each
exam with composite scores of 86% and 87% respectively. The Social Studies
and Mathematics Departments came up short with the success rate in U.S.
History, Algebra I and Algebra II below 70% and composite scores of 73% and
57% respectively.
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As a result, Colonial Forge’s first SACS School Improvement Plan Report
prepared for our initial peer visit included four Action Plans of which two were
directed at improving SOL scores. Action Plan # 1 called on students to
demonstrate effective use of the skills and concepts of mathematics, science,
social studies, and technology by achieving passing scores on the Virginia
Standards of Learning tests in mathematics, science, and social studies.
Action Plan # 2 called for students to demonstrate effective use of the skills
and concepts of spoken and written English in appropriate classes across the
curriculum and by achieving passing scores on the Virginia Standards of
Learning tests in writing, and reading.
Action Plan # 3 was supportive of a Stafford County citizenship and character
building initiative. The plan called on students to demonstrate effective use of
citizenship and character building skills by standing and pledging allegiance to
the flag, observing a moment of silence each school day, communicating
respectfully with teachers and peers including those of other racial, ethnic, and
religious groups, and eliminating personal behaviors which are not in line with
high standards of etiquette, leadership, and excellence. Action Plan # 4 called
on students to demonstrate effective use of technology skills by completing
classroom assignments which require computer based research, reports, and
presentations.
Our first SACS peer visit occurred in April 2001. The peer review team
recommended that Colonial Forge receive full accreditation and the Southern
Association of Colleges and Schools awarded full accreditation.
Since that initial visit our school improvement process has been revised to
eliminate the dual tasking of our SACS support committees. Tasks necessary to
maintain Southern Association accreditation have been embedded in the School
Improvement Plan prepared for the Superintendent of Schools and any dual
tasking has been eliminated. The flexibility accorded schools by the SACS
Handbook for the Next Generation makes this quite feasible.
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In the fall of 2004, seven members of our SACS committees (Dr. Martin,
Joyce Steele, Gary Gottschalk, Cindy Trant, Kristen Baumbach, Konrad Heller,
and Mike Steber) attended a one-day workshop offered by the SACS Council on
Accreditation and School Improvement at Northern Virginia Community College
in Manassas. Training emphasized the Next Generation of Accreditation and
School Improvement.
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As Colonial Forge approaches its five-year peer visit in 2006 the goals of the
first School Improvement Plan Report have been met. Action Plans # 1 and # 2
were satisfied when we achieved state accreditation standards for 2002 – 2003
based on our performance in 2001-2002. We have remained fully accredited
since. Our student success ratings as measured by SOL scores entering 2005 –
2006 are: English 94%, Social Studies/History 94%, Mathematics 92%, and
Science 94%. Colonial Forge made AYP in accordance with No Child Left
Behind for 2005 – 2006. Colonial Forge is the top ranked Stafford County High
School based on SOL scores. The goals of Action Plan # 3 have also been met.
Students stand and recite the Pledge of Allegiance during morning
announcements and then observe a moment of silence at the end of 1st period.
There were 7 incidents of serious violence in 2003 – 2004, which represents a
decrease from 2001 – 2002 where there were 13 incidents of serious violence.
Our rate of events such as fights, firearms, other weapons, and acts of serious
violence have remained relatively flat in spite of a rapidly growing school
population. Average daily attendance declined from 94.69% in 2001 - 2002 to
93.93% in 2003 – 2004. However, attendance figures have rebounded; our
current daily attendance rate is 96.62%. The goals of Action Plan # 4 have been
met. Students have eagerly adopted technology skills and routinely employ them
in computer based research assignments, reports importing data from the
Internet, and in power point presentations. To further enhance this effort, a
Technology Resource Teacher has been added to the staff. She has been very
active in acquiring mobile computer labs, identifying new computer software to
improve instruction, and training staff in their possibilities and use.
Stafford County embarked on a new adventure this year (2005-2006) with the
introduction of block scheduling into three of the five high schools. Colonial
Forge opted not to shift to block scheduling. A Block Scheduling Committee was
established to survey the research on block scheduling and determine if we, as a
school community, thought it would be a wise move to make the shift. The
committee additionally examined the modified block put in place in Stafford
County and is currently monitoring from a distance our sister schools’ progress in
terms of student performance, impact on the fine arts, impact on Advanced
Placement, scheduling flexibility or the lack thereof, and student and parent
satisfaction. The Superintendent of Schools has activated a formal Stafford
County Block Scheduling Evaluation Plan and we await its results and
conclusions while we continue our own less formal inquiry.
As we look ahead to Summer 2006 leadership/school improvement meetings,
we recognize the need to acknowledge faculty concerns and take a close look at
the ways in which we monitor progress in student achievement and instructional
effectiveness. While we currently have in place after school tutoring and
remediation for students at risk, particularly in courses with Standards of
Learning exams, attendance is voluntary because of its nature as an after school
event. This in turn means that tutoring must compete with extracurricular
activities, after school jobs, and family responsibilities. Coaching, activity
sponsoring, and personal/family responsibilities also limit teacher time for after
school tutoring. Stafford County has re-instituted after school activity buses,
which we might use, to student’s advantages where previously transportation has
been a problem.
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SECTION 4:
Colonial Forge High School uses a variety of methods to provide for quality
assurance, particularly the monitoring of our improvement efforts and use of the
results to improve the teaching and learning process further.
The Community and School Relations Committee analyzes our School Report
Card each year to refine our school profile in order to ensure that we stay abreast
of student performance amid changing school and community demographics.
Significant changes are brought to the attention of the Administration and the
Leadership Team. Our school improvement committees conduct a number of
surveys of staff to ensure that the needs of students and staff are known and
addressed. For example, the Professional Development Committee surveys our
staff regarding professional development needs and monitors through a survey
staff satisfaction and use of our Professional Library collection. Our PTSO
disseminates the minutes of their monthly meetings to their membership
including many faculty members and all of the Leadership Team. This helps
Administration and faculty stay in touch with any concerns of our stakeholder
parents.
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To re-verify our optimistic sense of who we are and where we were going and
to further assist us in identifying our strengths and limitations, we administered
the “Survey of Instructional and Organizational Effectiveness” available from the
National Study of School Evaluation (NSSE) to our faculty, support staff, and
administration again in late spring 2005. The results essentially reconfirmed that
our curriculum, instruction, and assessment practices were “fully functioning and
operational.” Scores ranged from 2.84 to 3.334 on the 4 point scale. Relatively
high ratings (3.2 and above) were assigned to Develops a Quality Curriculum,
Aligns instruction with goals and expectations for student learning, and Expands
instructional support for student learning. However, two indicators, Employs
data-driven instructional decision making and Develops fair assessments and
avoids bias and distortion, fell below the fully operational rating of 3.0.
The results for indicators of Quality Organizational Systems were similar. The
results essentially confirmed that our Leadership, Community Building, Culture of
Continuous Improvement and Learning were “fully functioning and operational.
Relatively high scores (3.2 and above) were assigned to Develops a Shared
Vision, Beliefs, and Mission, Promotes Quality Instruction by Fostering an
Academic Learning Climate, Develops a School Wide Plan for Improvement, and
Provides Skillful Stewardship. However, two indicators, Employs Effective
Decision Making and Monitors Progress in Improving Student Achievement and
Instructional Effectiveness, fell below the fully operational rating of 3.0. We have
noted that informal opportunities for input into decision making are not always
articulated as part of the formal decision making process. The Leadership Team
will address these apparent shortfalls during the coming summer and corrective
action will be included in the next CFHS Improvement Plan.
Our faculty also participated in a late spring 2005 “What Works in Schools”
survey at the direction of the Superintendent of Schools. The results of this
survey were only recently made available and the Leadership Team too will
examine them this summer.
Colonial Forge High School has made great strides toward becoming a most
effective learning community over the past five years. By continuing our present
path of data driven school improvement, our staff, students, and parents believe
the next five years will indeed be an exciting time at Colonial Forge High School
It is great to be a Colonial Forge Eagle!
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