The T.C. Williams High School Vision and Action Committee: Report to the School Board

1. The T.C. Williams High School Vision and Action Committee: Report to the School Board December 16, 2010

2. History of Vision and Action • Formation of the Vision and Action Process (Including Identifying Key Stakeholder Groups) • Initial Group Discussion and Investigation: What Is Our Vision for the Future of T.C. Williams High School? • Sub-Committee Investigations and Research • Movement Toward Restructuring Suggestions

3. Guiding Principles • Idealized Solutions to Real Problems: Creating a True 21st Century High School • Addressing Emerging Priorities: Diversity and the Requirements of the 21st Century Workplace and Post-Secondary Education • Alignment with the Ferguson Tripod: Content, Instruction, and Relationships • Involving Key Stakeholder Groups in Problem Solving and Decision Making • Commitment to Ensuring that All Students Graduate with Proficiency in the Five College Preparation Competencies.

4. Aligning Transformation and Vision and Action • Transcending Persistently Lowest Achieving (PLA) as a Starting—Not an End Point • Promoting Engagement and High Levels of Success for All Students • Preparing Students for the World of the 21st Century • Transformation (3 years) Leading to Vision and Action (3-5 years out)

5. Volunteers • Commitment to Representation by All Key Stakeholder Groups • Outreach to Community Groups, Including Educators, Business Representatives, Parents, Students, and Civic Leaders • Cross-Representational Teams (i.e., Every Sub-Committee Reflecting Stakeholder Involvement)

6. Phase I Research and Site Visits related to: • Content (Curriculum and Program Development) • Instruction (Preparing All Students for High Levels of Success) • Student Engagement and Relationships • Student Support Services • Family and Community Partnerships

7. Phase II Investigative Teams Responsible for Making Recommendations Concerning Program Enhancements and Development: • International Baccalaureate and Advanced Placement • Visual and Performing Arts • Science, Technology, Engineering, and Mathematics (STEM) • Community Schools • English Language Learner (Orientation Program/Potential Entry Points) • At-Promise Intervention Programs • Alternative Schedules and CAPSTONE Project • Implementing Tripod Priorities

8. Transitioning from Phase I to Phase II • Phase I viewed as cross-functional discourse and idea generation. • Ultimately, Phase I subcommittees expressed a need to move toward more structured program development recommendations (i.e., action steps). • During Phase II, initial recommendations will be operationalized in program enhancement recommendations.

9. Vision–Driven Site Visits and Community Outreach Washington-Lee High School Suitland High School Arlington STEM Career Academy Staples High School Science Leadership Academy Wakefield High School Meeting with Ron Ferguson School Climate Walk-Through

10. Preliminary Cross-Team Recommendations

11. College Preparedness for All • Ensure that every student’s education is personalized, integrated, engaging, and relevant—aligned with five key college preparation competencies: (a) reading comprehension, (b) writing to promote post-secondary success, (c) data analysis and interpretation, (d) discourse within the disciplines, and (e) speaking and listening.

12. New Learning Academies Implement academies to complement existing programs, including: • Science, Technology, Engineering, Math (STEM) • Visual and Performing Arts (VPA) • International Schools • At-Promise Alternative School • Advanced Placement (AP)/International Baccalaureate (IB)

13. Community School • Continue the T. C. Williams High School’s movement toward “Community School Status,” including on-site: (a) adult education options; (b) health, psychological, and social services; (c) before- and after-school tutorial and enrichment programs; and (d) enhanced cross-institutional partnerships with local colleges, universities, businesses, government agencies, and philanthropic/community organizations .

14. Capstone Project • Develop and implement a Capstone project for all T. C. Williams students. This project will represent an independent culminating opportunity for students to display work products, learning artifacts, and presentations related to a key area of interest.

15. Tripod Expansion • Continue to use the Harvard/Ron Ferguson Tripod Survey data to discern and address emerging patterns related to school climate, with an emphasis upon ensuring positive and successful student-self, student-student, student-staff, and student-school relationships.

16. Flexible Scheduling • Investigate a range of flexible scheduling options—including options for before-, after-school classes, tutorials, enrichment experiences—to accommodate a range of student needs, goals, and interests.

17. Ensuring Continuity • Integrate the following continuing priorities into all facets of Vision and Action program development: (a) strategic planning; (b) accountability priorities, including effective curriculum design and implementation; (c) student services designed to address the needs of an increasingly diverse population; and (d) ensuring that all T.C. Williams High School graduates achieve proficiency in the five ACPS college preparation competencies

18. Next Steps • Academic Year 2010-2011: Teams continue research and site visit to develop a report that will include: (a) recommendations, (b) budget, (c) timeline, and (d) implications for reorganization and restructuring. • Ongoing alignment between current transformation process and proposed Vision and Action program development and enhancements. • Meeting the needs of all sub-groups, including: (a) ELL, (b) Special Education, (c) Talented and Gifted, and (D) At-Promise • Improving cross-level communication and articulation, including alignment with the emerging IB/MYP Program at all middle schools.