mbk aop 2011.2012 - chesterfield county public...

Annual Operating Plan ‐ 2011/2012Meadowbrook High School

Goal Key Success Measures Strategy Action Steps System Support Resources Support Personnel/Resources

Goal 1: Academic Excellence for All Students

HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests

Use data to appropriately place students in math courses.

Action Step 1: Review SOL scores, academic history, and teacher recommendations to place students in bridge math courses to give them a strong foundation prior to taking some mathematics courses.

TeachersAdministratorsSchool Counselors


HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Effective use of instructional coaches.

Action Step 2: Utilize Math, Reading, and 9th Grade Coaches to work collaboratively with administration, and teachers to complete informal walk‐throughs, review data, plan collaboratively, and provide remediation.

Anita StorinoMark DriscollRita DriscollKatie Rosenbaum

Principal: Dr. Thomas E. FerrellSeptember 20, 2011 of 26 Pages


Persons Responsible Time Frame ‐Begin

Time Frame ‐End

Measures/Evidence of Impact Mid‐Year Status End‐of‐Year Status Principal's Reflections

TeachersAdministratorsSchool Counselors

5/1/2011 9/30/2011 Increase mathematics SOL scores

AdministrationTeachers

8/1/2011 9/30/2011 Increase SOL scores in Reading, Writing, and Math





HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Create content recovery system for math courses.

Action Step 3: Students will be given opportunities to recover and content they have not mastered throughout the school year. Students will be required to stay after school with their teachers to make up work or standards they are lacking.

Curriculum and Instruction Mark Driscoll, Math CoachPam Brown, Math Tutor


HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Creation of Geometry Code Book.

Action Step 4: Code books developed by geometry teachers are distributed to all SPED and ESOL students.

Curriculum and Instruction Math Coaches paid for out of Algebra Readiness FundsMark Driscoll, Meadowbrook Math CoachMelody Bushley, Math Coach


HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Implementation of Geometry Code Books.

Action Step 5: Use 3 week time period during SDS to work with SPED and ESOL students on Geometry Code Books prior to SOL administration.

Curriculum and Instruction Melody Bushley, Math CoachMark Driscoll, Meadowbrook Math Coach




Time Frame ‐End


TeachersAdministration

8/1/2011 6/30/2012 Increase percentage of students passing math SOLDecrease number of failures in math courses.

Geometry PLCAdministration

12/1/2011 2/29/2012 Increase pass rate among SPED and ESOL students in Geometry

Geometry PLCAdministration

4/1/2012 5/1/2012 Increase pass rate among SPED and ESOL students on Geometry SOL





HS ‐ Percentage of students taking an Advanced Placement course who earn a score of three or better; HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Rigor and Relevance Framework.

Action Step 6: Provide professional development for staff on the rigor and relevance framework. Training will provide opportunities for teachers to turn current lessons into Quadrant D lessons.

Curriculum and Instruction ICLE‐ training for staff and administration


HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Classroom Walk‐through using Rigor and Relevance Framework.

Action Step 7: Informal walk‐through form has been redesigned to focus on student engagement, and rigor/relevance framework.

Curriculum and Instruction ICLE Training for administration and instructional coaches




Time Frame ‐End



8/1/2011 6/30/2012 Increased student achievement throughout the school as indicated by increased SOL, and AP scores.

Administration 9/1/2011 6/30/2012 Walk‐through data collected will show increased levels of quadrant D instruction.Walk‐through data collected will show increased student engagement in a classroom.





Number and percentage of CCPS employees that have a professional growth and performance plan written to new competencies that directs their work and development

Teacher accountability for rigor and relevance framework.

Action Step 8: Schoolwide PGPP‐T goal requiring the use of quadrant D lessons throughout the school year.

Human Resources Human Resources


HS ‐ Percentage of students taking an Advanced Placement course who earn a score of three or better; HS ‐ Percentage of seniors enrolled in a mathematics course at or above the level of Algebra II; HS ‐ Percentage of graduates who have earned an Advanced or International Baccalaureate diploma or Commonwealth’s Scholar seal

Refine process for providing students with opportunities to take advanced level courses.

Action Step 9: Increasing rigor in all classes will help teachers, and counselors identify additional students capable of taking Advanced Placement, dual enrollment, and IB courses.


HS ‐ Percentage of students taking an Advanced Placement course who earn a score of three or better; HS ‐ Percentage of graduates who have earned Advanced Placement, International Baccalaureate or Dual Enrollment credit or earned Industry Certification

Remediation for Advanced Placement Courses.

Action Step 10: Utilize AP tutors covered under the Smaller Learning Communities Grant

Curriculum and Instruction Smaller Learning Communities Grant


HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing

Expand use of My Access. Action Step 11: Expand implementation of My Access throughout 10th grade and exceptional education classrooms.

Curriculum and Instruction Wayne Motley, Instructional Specialist for Language Arts




Time Frame ‐End



8/1/2011 6/30/2012 Increase in the number of quadrant D lessons found in teacher lesson plans.

TeachersCounselorsAdministration

9/1/2011 6/30/2012 Increase enrollment in higher level coursesIncrease in number of IB diplomasIncrease in number of students receiving 3 or higher on AP exams

Administration TeachersVCU students

1/1/2012 5/31/2012 Increase in number of students receiving score of 3 or higher on Advanced Placement Exam.


9/1/2011 6/1/2012 Increase in percentage of students that pass the Writing SOL





HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading

Implement Read 180 Program. Action Step 12: Provide training and identify exceptional education students that would be strong candidates for the program. Regularly monitor students and provide interventions as necessary.

Exceptional Education; Technology


HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing

Professional development for all English teachers on balanced literacy model.

Action Step 13: Provide professional development for all new English teachers on implementation of balanced literacy approach for enhanced student engagement and skill acquisition in English classrooms. Collaborate with Language Arts Specialist to conduct walk‐throughs to ensure effective implementation.

Curriculum and Instruction Wayne Motley, Instructional Specialist for Language Arts




Time Frame ‐End


TeacherAdministration

8/1/2011 6/30/2011 100% passing rate on RLR SOL.

English Teachers 8/1/2011 6/1/2012 Increased in pass rates on Writing SOL and RLR.





Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Attendance Interventions. Action Step 14: In addition to attendance interventions introduced in 2010‐2011 (principal attendance meetings with parent and student, letters home, attendance plans and contracts) teachers will be required to call home when a student misses more than 2 classes within one month.

Instructional Support Parent Call Logs


HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Enhancing competency in reading, writing, and mathematics.

Action Step 15: Students that did not pass the SOL will be given remediation opportunities during the school day in preparation for retakes. Seniors needing verified credits will be placed into classes that offer remediation opportunities in lieu being of granted early release.

Curriculum and Instruction Anita StorinoKatie RosenbaumMark Driscoll




Time Frame ‐End



9/1/2011 6/30/2012 Increased rate of attendanceTeacher Call Logs

TeachersAdministrationSchool Counselors

6/1/2011 6/30/2012 Increase SOL scores, and increase in On Time Graduation Rate.





HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets); Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Effective use of pyramids of intervention throughout the school to provide safety nets for at‐risk students.

Action Step 16: Use relationships built with students to monitor progress and refer students with discipline, attendance, or academic issues to the appropriate supports.

Instructional Support




Time Frame ‐End


Advisors9th Grade Academy Teachers10th Grade SOS Teachers

9/1/2011 6/30/2012 Increase in OTGRIncrease in attendance rateDecrease in number of students suspended from school





HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing; HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets); Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Repeatedly communicate message to students regarding high expectations and achievement.

Action Step 17: Provide students with school supplies, recognize student achievement, and placing banners around the school.

Chief Academic Office Anonymous Donation of school suppliesDonations from area businesses for student rewards




Time Frame ‐End


ESD TeamTeachersAdministratorsCounselors

9/1/2011 6/30/2012 Increase in OTGRReduce number of failuresIncrease pass rates on SOL tests





MS ‐ Percentage of students mastering 21st century skills; HS ‐ Percentage of students taking an Advanced Placement course who earn a score of three or better; HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Deliver message of high expectations, rigorous courses, and career integration to faculty, parents, and students.

Action Step 18: Refine process of delivering message of visions and missions for SLC's to parents, students, and faculty. Place vision, mission, and goals at the beginning of presentation and summarize based on vision, mission, and goals.

SLC GrantMike Rose, Grant Coordinator


HS ‐ Percentage of students taking an Advanced Placement course who earn a score of three or better; HS ‐ Percentage of students achieving a Pass Advanced score on SOL tests; HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students reading on grade level, as indicated by passing SOL tests in reading; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students demonstrating grade level mastery of writing, as indicated by passing SOL tests in writing; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Refine SDS monitoring procedures.

Action Step 19: Teachers will be required to turn in a weekly log that shows the number of students that reported to them during SDS each day. Teachers will also communicate topics covered during SDS on the form.




Time Frame ‐End


AdministrationSLC Coordinators

8/1/2011 6/30/2012 Parents, students, and teachers will have a greater understanding of goals of SLC's.


9/1/2011 6/30/2012 Weekly SDS LogIncrease in SOL pass ratesIncrease in students receiving a 3 or higher on AP exams





HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Placement of students within 9th Grade Academy.

Action Step 20: Students repeating 9th Grade repeater courses.

SREB master scheduling assistance


HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of students demonstrating grade level mastery of mathematics, as indicated by passing SOL tests; HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Refine process for teaming 9th Grade Academy.

Action Step 21: Reduce number of 9th Grade Academy teams from 4 to 2 to allow for more purity.

SREB Master Schedule Assistance




Time Frame ‐End


School CounselorsAdministration

6/1/2011 6/30/2012 Reduce number of students failing 9th grade courses

CounselorsAdministrationTeachers

6/1/2011 6/30/2012 Reduce number of failures in 9th grade coursesIncrease SOL pass rates in 9th grade core coursesIncrease attendance rate among 9th grade students





HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets); Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Create common planning time for 9th Grade Academy teachers.

Action Step 22: Utilize duty aides to create common planning time for 9th Grade Academy teachers. During these meetings teachers will collaborate on interdisciplinary instruction, pyramids of intervention for their students, and monitor student achievement.


Goal 2: 21st Century Learning and Technology Skills

HS ‐ Percentage of students mastering 21st century skills

Work to imbed technology into everyday lesson planning.

Action Step 1: Create technology competency survey to evaluate proficiencies of staff.

Technology Beth HarveyKaren Ott


HS ‐ Percentage of students mastering 21st century skills

Provide professional development to faculty for embedding technology into everyday lessons.

Action Step 2: Based on survey results, technology integrators will provide technology showcase to faculty during professional development days. Additional training will be provided to teachers on the products they display.

Technology Beth HarveyKaren Ott


HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets)

Implement Smaller Learning Communities for 10th Grade students.

Action Step 3: All 10th grade students will be assigned to a school of study based on student interest, career inventory, or previous elective choices.




Time Frame ‐End


Teachers Administration

9/1/2011 6/30/2012 Reduce number of failures in 9th Grade Increase attendance rate in 9th Grade Increase SOL pass rates in 9th Grade

TeachersCounselorsAdministration

8/1/2011 9/30/2011 Increase use of technology throughout school


9/1/2011 6/30/2012 Increase incorporation of technology into everyday lesson plans

CounselorsAdministration

2/1/2011 11/30/2011 Increase attendance rate among 10th grade students





Smaller Learning Communities planning and collaborating.

Action Step 4: Hold monthly meetings and retreats throughout the school year to allow teachers of each school of study to collaborate with one another.



MS ‐ Percentage of students mastering 21st century skills; HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%)

Smaller Learning Communities interdisciplinary projects.

Action Step 5: Students in 9th and 10th grade will participate in year long projects created by each core content area. Projects will help students see the relevance in daily coursework to their chosen career path.

SREBMike Rose, Grant CoordinatorJoanne Huebner, Career Integration


HS ‐ Percentage of students mastering 21st century skills; HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%)

Smaller Learning Communities‐career integration into curriculum.

Action Step 6: Use 10th grade SOS electives to bring career professionals into the classroom to meet with students.

Smaller Learning Communities GrantMike Rose, Grant CoordinatorJoanne Huebner, Career Integration

Goal 3: Citizenship and Core Values

HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Full Implementation of Effective Schoolwide Discipline program.

Action Step 1: Committee of teachers, counselors, and administrators redesigned the referral and the process for writing referrals to improve consistency throughout the school.

Instructional Support Carolyn Lamm




Time Frame ‐End


Teachers Administration

9/1/2011 6/30/2012 Increase attendance rate among 10th grade studentsIncrease SOL pass rate in 10th grade coursesReduce failures among 10th grade students


3/1/2011 6/30/2012 Increase in attendance rate among 10th grade students


9/1/2011 6/30/2012 Increase attendance rate among 10th grade students

TeachersAdministrationSchool Counselors

7/1/2011 6/30/2012 Reduction in number of students that are suspended from school.





Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Professional Development on new Effective Schoolwide Discipline procedures.

Action Step 2: Training completed by teacher members of the ESD team for entire faculty on new discipline procedures to ensure consistency throughout the building.



HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets); Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

ESD use of positive behavior supports.

Action Step 3: ESD team will provide positive rewards for students and faculty displaying core values and ESD principles throughout the school year.



HS ‐ Achieve and sustain levels of student achievement to earn full accreditation and make Adequate Yearly Progress under NCLB for all schools; HS ‐ Percentage of student days in attendance at school (All students and each NCLB subgroup exceed 96%); HS ‐ Percentage of students who graduate in four years with a standard or advanced diploma (NCLB graduation rate calculation and annual targets); Percentage of students who demonstrate the core values by having committed no infraction for which they are suspended or expelled

Create and implement Advisory program.

Action Step 4: Implement schoolwide Advisory program where teachers are able to build relationships with students outside their classes. During these sessions attendance, behavior, academic, and social issues will be addressed

SREB‐ training for faculty




Time Frame ‐End


Teacher members of ESD team 8/1/2011 9/30/2011 Reduction in the number of room calls for student disciplineReduction in the number of students that are suspended or expelled.

ESD CommitteeTeachersAdministrationSchool Counselors

8/1/2011 6/30/2012 Reduction in number of room calls for discipline purposes.Reduction in the number of students suspended from school.

AdministrationSchool CounselorsTeachers

6/1/2011 6/30/2012 Increase in attendance rate, and reduction in number of students creating infractions that result in suspension or detention.


mbk aop 2011.2012 - chesterfield county public...

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