School Improvement Plan Report

May 15-16, 2006

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.

2

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.

3

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.

4

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.

5

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.

6

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.

7

8

Stafford County, Virginia

9

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

10

Our Leadership Team

Dr. Lisa Martin

11

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

12

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

13

School and Community Relations Kristen Baumbach, Chair

14

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

15

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.

16

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.

17

- 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.

18

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.

19

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.

20

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.

21

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.”

22

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.

23

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.

24

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

25

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.

26

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.

27

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.

28

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.

29

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.

30

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

31

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.

Colonial Forge High School

32

Where All Can Dare to Soar!

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:

33

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.

34

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.

35

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.

36

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.

37

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.

38

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.

39

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.

40

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!

41