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The Western Albemarle High School 2011-12 Collaborative Consensus Document

Western Albemarle High School

Collaborative Consensus Document DRAFT

April 18, 2011

Groundwork Committees

General Education: Peggy Anderson, Dan Bledsoe, Adam Mulcahy, Shanna Hogberg, Beth White

Special Education: Suzanne Fladd, Rick Roderick, John Ratcliffe, Cindy Frazer, Robyn Crusselle Evans, Jason Collier, Pete Keyser, Sandy Keyser, Phil Gahring, Kip Chatterson, Ed Pierce, Jake Desch

Building Administration: Dave Francis, Greg Domecq, Bobbi Hughes, Tim Driver

Central Office: Kevin Kirst

Guidance: Amy Wright, Heather Lindsay, Shelby Poole, Bob Jahrsdoerfer, Erin Rittenhouse

Steering Committee

General Education:  Beth White

Special Education:     Rick Roderick, Suzanne Fladd

Building Admin:         Greg Domecq

Central Office:           Kevin Kirst

Guidance:                   Amy Wright

1)      What should the goal of collaboration in our school be?

The goal of collaboration should be to afford all students the opportunity to understand the curriculum pursuant to their needs.  Instruction should account for the reading levels of the students with the purpose of improving the literacy for all students in all subject areas. 

2)      What should our model look like?

a)      Overall

i)        Small classes

ii)       Teachers experienced in content and learning strategies

iii)     Teachers who want to work with struggling students and who want to work in a collaborative classroom

iv)     Common planning for teachers

b)      Before school starts

i)        Planning time during pre-service week

ii)       A collaboration plan that addresses the strengths and weaknesses of each teacher and seeks to balance the responsibilities of teaching and assessing the students

iii)     Timely access to literacy and achievement information

iv)     Access to professional development in the area of collaboration and literacy

v)      Equal access to school records and electronic gradebooks

c)      During the school year

i)        Teachers

(1)   Use of common planning for lesson planning, grading, parent contact, administrative tasks

(2)   Use of collaboration mentors and administration to mediate difficulties that arise in the collaboration relationship

(3)   At least one observation (45 min) during each of the first three nine weeks of other collaborative classrooms to help build the repertoire of strategies that may work with our own students. This observation should be documented in the Collaborative Journal listing one instructional note that may be added to the observing teacher’s lesson

(4)   PLC’s comprised of collaborative teachers who teach the same students

ii)       Instruction

(1)   Varied classroom activities that include a “change in state” every 15-20 minutes

(2)   Differentiation

(3)   Instruction at the students’ instructional or independent reading levels

(4)   Observance of students’ IEP accommodations

(5)   Use of the Marilyn Friend strategies:

(i)      Whole class instruction

(ii)    Station teaching

(iii)   Parallel teaching

(iv)  Alternative teaching

(v)    One teach-one assist/teaming/tag team teaching

3)      What classes should be collaborated? (Priorities)

Level I        English 9, 10, 11, 12; Skills (Pre-Alg); Algebra I; AFDA; Geometry

Level II      Earth Science, Biology, World History I, US History, Animal Science

Level III     Algebra II, Government, World History II, Ecology

Level IV    Chemistry

4)      What should the “make-up” of our classes be?

a)      Maximum of 24 students per class

b)      Maximum of 8 designated Collaboration Mandated Special Education students per class.

c)      Maximum of 17 students in classes that are not collaborated with a Special Education teacher. These classes should be assisted with an aide

5)      What should administration and central office do to support the program?

a)      Seek input from teachers regarding collaboration pairings

b)      Provide common planning

c)      Include both teachers’ names on student schedules and report cards

d)      Ensure that both teachers have equal access to records

e)      Ensure that both teachers get a substitute when absent, whenever possible.

f)        Provide time for collaborative work:

i)        Pay collaborative teams for summer planning (8 hours per teacher). Must have prior administrative approval

ii)       Give collaborative teams large blocks of time during pre-school week to prepare

iii)     Pay for one day per nine weeks for planning if collaborative teams do not have common planning

iv)     Support PLC’s comprised of collaborative teams

v)      The awarding of professional development points for after-hours planning is possible with prior administrative approval

 (g) Encourage “looping” as often as possible, especially at the 9th and 10th grade level.

       (h) Special Education teachers should reserve one care period per week to provide some   

             time to work with their caseload           

6)      What should collaborative professional development look like?

a)      Mentoring by lead collaborative teams

b)      Pre-service workshop on collaboration

c)      End-of-year reflections and suggestions

d)      Opportunities for Special Education teachers to become highly qualified in specific subject areas

e)      Observations of other collaborative teams

f)        Professional conferences (i.e. Reading First Academy)

g)      PLC’s focused on collaboration

7)      How should the program be evaluated?

a)      Surveys from students, parents, and teachers

b)      Assessments that reflect growth in literacy (DRP, DSA, Oral Fluency)

c)      Report card grades

d)      Literacy profile data and anecdotal evidence used to monitor literacy progress

e)      Growth in literacy indicated by an increase in SOL scores (not just pass rates) for standard level students 

f)        Discussions between teacher and administrator during Teacher Performance Appraisals and other evaluations

g)      Journal entries from each of the first three grading periods will be submitted to the administrator overseeing the program. These weekly entries should address what is going well, what needs attention, and what teachers plan to do next

h)      Continuation of the collaboration review process every spring

About the Author

Greg Domecq is in his eighth year as the Associate Principal at Western Albemarle High School in Crozet, Virginia. In May of 2009, Domecq was presented the Alton L. Taylor Award from the University of Virginia Chapter of Phi Delta Kappa naming him the outstanding administrator in the region. Domecq’s current responsibilities at Western include support for the English and Special Services Departments as well as the collaborative initiative, coordinating substitutes, the honor council, transportation, and 10th & 11th grade discipline. Over the years at WAHS, Dr. Domecq has also had oversight of the athletic department, Physical Education Department, textbooks, and teacher duty. On the county level, Domecq served on several committees including the School Business Alliance, the high school discipline steering committee, the behavior management committee, the International Baccalaureate Exploratory team, and the Teacher Performance Appraisal Steering Committee. He is credited with writing the TPA Process Manual, a user-friendly handbook that outlines the implementation of the Teacher Performance Appraisal model.

During Domecq’s tenure at the Crozet school, the Warriors have been recognized for several outstanding accomplishments. A few of these accolades are as follows:

• WAHS was identified in January of 2008 as one of only ten high schools in the Commonwealth of Virginia for the Governor’s Award for Educational Excellence.
• Western consistently earned SAT scores more than one hundred points over the Virginia and National averages. These scores catapulted the school to a national ranking of 401 by Newsweek magazine in 2006.
• The Warrior Athletic Department earned the prestigious Wachovia Cup for the first time in 2004 recognizing WAHS as the best all-around AA program in the state. Western captured the award again in 2005 becoming only the third school in history to earn back-to-back titles. The Warriors returned to the top-of-the-list for the third time after the 2008 school year.

In 2004 Domecq earned his doctorate in Administration and Supervision from the Curry School at the University of Virginia. His minor areas included Curriculum and Instruction as well as Social Foundations in Education. His dissertation topic, “A Ninth Grade Transition Program, ” studied the results of the Summer Leadership Academy at Monticello High School. Domecq has given numerous presentations in the Charlottesville area including visits to the University of Virginia, Piedmont Virginia Community College, Mary Baldwin College, State Farm Insurance, and the Waynesboro Kiwanis Club.

Suggestions for books that will really get me ready for high school?

I’m planning my summer reading list right now! So far I’ve read: Night, by Elie Wiesel, am going to read Anne Frank, but I’m planning on all the books I am going to read. Here’s my list right now:

1984
Brave New world
All quiet on the western front
the jungle
The Crucible
Frankenstien
Red badge of Courage
Farewell to arms

The prince by Machevelli (they don’t require this book in school, but they should. It’s very powerful)

Of course, the two most powerful pieices of literature are these 2 diametretricaly oppossed pieces. Adam Smith’s Wealth of nations (Smith is the Father of Capitailism.) and Marx’s Communist Manifesto (Marx, the father of communisim.)

I don’t believe either of those two were required reading, but again, they both should be, because it will help you understand the world around us right now and why we always seem to be fighting.

Guns N’ Roses- Welcome to the Jungle Drums Cover