Friday Notes from Guilford County Schools
January 26, 2007
Our Vision, Mission/Thematic Goals and Core Values
Our vision – what we will become, Our mission/thematic goals- how we will get there -- Our
core values - what we believe -- solidify the underlying foundation for all Guilford County Schools’ decisions and actions.
National Governors Association Invitation
Superintendent Terry Grier has been invited to address the 2007 National Governors Association during their upcoming winter meeting in February. Grier has been asked to speak about “Mission Possible,” GCS’ bold new approach to teacher compensation and the significant role business and community support has to play in boosting the nation’s capacity to innovate. For more information, please contact Sonya Conway, Chief District Relations Officer, at 370-8386.
Kiser Middle School Hosts On-site High School Options Fair
On January 24, Kiser Middle hosted administrators and presenters from many of the GCS high schools with alternative options to the traditional high school setting. One of Kiser’s guidance counselors, Kelly Heritage, arranged for presenters from the middle colleges and academies to speak with eighth graders about the different high school options available in GCS. The eighth-grade students were excited to hear the information and the entrance requirements and several students commented that their goal is to raise their grades to attend one of the middle colleges. Kiser would like to thank the following administrators and schools for sharing with our students: The Middle College GTCC Greensboro, The Middle College GTCC Jamestown, The Middle College at Bennett, The Middle College at NCA&T, The Middle College of Entertainment Technology at GTCC and the Andrews Early College Academy of Health Sciences. For more information, please contact Jessica Bohn, Assistant Principal or Kelly Heritage, Guidance Counselor, at 370-8240.
GCS Transportation Department to Participate in Pilot Program
The GCS Transportation Department has been awarded the opportunity to participate in a stop-arm violation camera pilot program. The program will test a developing camera system, designed to video stop-arm violators in the act. The process will involve the selection of a GCS bus route where consistent violations occur, jeopardizing the safety of students getting on and off the bus. In conjunction with the North Carolina Department of Public Instruction (NCDPI), transportation staff members regard this opportunity as a means to stay on the forefront of school bus stop safety.
Representatives from VioAlert Systems, LLC, met last year with Derek Graham, Section Chief NCDPI Transportation Services, to discuss testing their system. The company’s purpose is to develop and deploy an effective stop-arm violation system for school buses. The GCS Transportation Department will serve as the North Carolina testing site, beginning mid February. The camera system will be affixed to a school bus and over a four-week period, various camera aspects and operation methods will be tested. The concept is to demonstrate and test the technology to capture a picture of the violator’s vehicle license plate, an overview of the car and possibly the driver.
After the four-week testing period, the company and the NCDPI will evaluate the results obtained from the system. The nominal cost for the district will be solely to assist with the installation, setup and testing. The benefits will be the continued effort to educate the public, deter stop-arm violations and most importantly provide a safer environment for students. For more information, please contact Jeff Harris, Director of Transportation, at 370-8920 or John Wright, Chief Auxiliary Services Officer, at 370-8380.
Learn About GCS at Your Next Meeting
The children of Guilford County represent our future, and our potential to meet 21st century challenges. GCS invites you to learn more about how we are preparing students to become productive members of our community. A member of our senior staff is available to speak at your organization’s meetings. Topics include (but are not limited to):
- The Challenges of an Urban School District
- Racism, Diversity and Multiculturalism in our Schools
- Magnet Schools
- High School Reform
- Small Learning Communities/Academies
- Early and Middle College Schools
- Transportation
- No Child Left Behind
- School Safety
- Facility Improvements
- School Budget Process/Development
Or you may request a specific topic that may be of more interest to your group. For more information on scheduling a GCS representative for your next meeting, please contact Cecilia Adams, Manager of Community Partnerships, at 370-8355.
Guilford County Schools to Host Magnet/Choice Fairs
To showcase the various magnet schools and high school options students have within GCS, the district will host two Magnet/Choice Fairs, one in Greensboro and one in High Point. The first fair will take place on February 17 from 10 a.m. until 1:30 p.m. at Koury Convention Center in Greensboro. The second fair will take place on February 22 from 6 p.m. until 8:30 p.m. at Oak Hollow Mall in Greensboro. Not only can students and their families receive a wealth of information at the fairs, but they can also apply to the magnet and choice schools. School representatives will be available to answer any questions about their school’s unique programs and opportunities.
The deadline for magnet schools (elementary and middle) is March 16. Applications will be accepted from February 17 through March 16. The deadline for high school options is March 23. Applications will be accepted from February 1 through March 23. For more information, please contact Tony Burks, Director of Magnet/Choice Schools, at 378-8832 or Haley Henderson, Program Administrator – Communications, at 370-3200.
Benefit for Eastern High
Borders Books is offering GCS students and staff an opportunity to save 10 percent this weekend and contribute 10 percent to Eastern Guilford High. Click here to print a coupon and bring to Borders on High Point Road, Greensboro this weekend for your discount and your chance to help. For more information, please contact Cecilia Adams, Manager of Community Partnerships, at 370-8355.
DESTINY to Make a Stop at Page High
One of UNC-Chapel Hill’s DESTINY traveling science laboratories will visit Page on Wednesday, January 31. DESTINY’s team of educators will begin lab exercises with advanced biology students at 8:20 a.m. The educators will be accompanied by Destiny and Discovery, two fully equipped traveling laboratories that can accommodate 24 students.
The DESTINY Traveling Science Learning Program is a formal science education initiative serving pre-college teachers across North Carolina, whose goal is to bring effective science learning to students and provide strong support for teachers. For more information, please contact Principal Terry Worrell at 370-8200.
Students of All Ages to Participate in the GCS Science Fair
On February 7, students from all over the county will present science projects at Oak Hollow Mall in High Point. The event will last all day starting at 9 a.m. Students from GCS’ elementary, middle and high schools will attend the fair with the hope of receiving an award. For more information, please contact Fran Lusk, Elementary Science/Social Studies Specialist, at 370-3274.
Two Local Businesses Help Support Alderman Elementary
Alderman has teamed up with Chili’s Restaurant and Skateland USA West to help support their school. On Monday, February 5 from 4 p.m. until 11 p.m., Chili’s Restaurant at 3024 High Point Road, Greensboro will donate 15 percent of total profits to Alderman. The money raised will be used to furnish classrooms with books, supplies and other materials.
On Monday, February 19, students, families and friends are invited to enjoy a night of skating at Skateland USA West, 200 Stage Coach Trail, Greensboro, from 6:30 p.m. until 9 p.m. A portion of the proceeds from this night will be donated to the Alderman PTA. For more information, please contact Principal Pam Misher at 294-7320.
Two Northwest High Students to Represent the United States in China
Sarah Schach and Andy Bernard deserve a round of applause for their accomplishment. These two Northwest students have been selected to represent the U.S. in Beijing, China at the Beijing Youth Science Creation Competition in March. Over the past school year, Schach and Bernard have completed hours of independent research in their choice of science, technology, engineering or mathematics, which they presented on January 20.
During Schach and Bernard’s stay in China, they will join students from around the world to visit some of China’s national treasures, including: the Forbidden City, Tombs of the Ming Emperors and The Great Wall. This competitive and educational trip will be a great experience for Schach and Bernard. For more information, please contact Rice Strange, Science Department Chair, at 605-3300.
The Martin Luther King Jr. Scholarship Recipients Announced for 2007
Four winners were named in the Martin Luther King Jr. essay contest sponsored by the Minister’s Conference of High Point and Vicinity. The winners include:
First place -- Amber Hayes, High Point Central High
Second place -- McNair Dixon, Andrews High
Third place -- Jacob Bates, Andrews High
Fourth place -- Cecilia Woke, Ragsdale High
To enter the contest, students were required to write a five to eight page essay on a pre-determined topic. First place was awarded $2,500. For more information, please contact Cynthia Parks, Andrews’ Senior Counselor, at 819-2800.
Penn-Griffin School for the Arts Students Learn the Importance of Community Service
On January 20, students from Penn-Griffin volunteered to help clean up their street and campus. Penn-Griffin has adopted their street, Washington Drive, through the city of High Point’s Adopt-A-Street Program and is committed to clearing trash from the road at least four times a year. The ongoing effort involves all members of the Penn-Griffin family, as well as participants from business partner POLO Ralph Lauren and the William Penn Tigers (alumni group). For more information, please contact Principal Bobby Ann Hayes at 819-2870.
Community Announcement -- Parent Advocacy Project
The Guilford Community Education Committee is establishing the Human Relations Parent Advocacy Project to provide ongoing support to parents of color with children enrolled in GCS. The purpose of this project is to strengthen the involvement of parents of color and heighten their awareness while improving conditions, school environment and academic outcomes for children.
The Guilford Community Education Committee is holding a meeting on February 3 from 9 a.m. until Noon to discuss the project at Genesis Baptist Church, 2812 E. Bessemer Ave., Greensboro. Onsite childcare and transportation will be available. For more information and to get involved, please contact Yamile Walker, Human Relations Administrator, at 373-2038 or Sonya Conway, Chief District Relations Officer, at 370-8386.
Transfers
Employees who requested a transfer based on extenuating circumstances will be notified of their status in writing by January 31. The final Transfer List will be made available to principals on February 1. Eligible employees may seek a transfer from February 1 through end of day Monday, April 16. For more information, please contact Alison Yates, Director of Staffing, at 370-8094.
Employee Evaluation Collection
The second licensed employee evaluation collection will occur on Tuesday, January 30 in the Board Room on Eugene Street. There are six of these dates scheduled throughout the school year for Principals and Supervisors to submit employee evaluations. Collection is managed through the offices of Staffing and Induction and Success. For more information, please contact Alison Yates, Director of Staffing, at 370-8094.
Employee Relations and Exit Surveys
Human Resources is developing a confidential on-line exit survey for licensed staff who leave the district for any reason. The results of this survey can provide essential information for continuous improvement. This information will assist in our analysis of the factors contributing to turnover. The 17 question survey should take individuals approximately 15 minutes to complete. We anticipate launching this survey in February. For more information, please contact Carla Alphin, Program Administrator – Employee Relations, at 378-8821.
Health Insurance Annual Enrollment
Annual enrollment for health insurance, both PPO Plans and the Comprehensive Major Medical Plan, will be held from March 1 - 30. Employees currently enrolled will begin receiving information from the State Health Plan starting the first of February. Postcards and other information will be sent to employees’ homes. For more information, please contact Patty Kinkade, Director of Benefits, at 370-8092.
GCSTV 2
“February One” the Story of the Greensboro Four
It was a simple act of defiance; a courageous move by a few that changed the lives of so many. When four N.C. A&T University students walked into Greensboro’s Woolworth’s store 47 years ago, they also walked into the history books. Joseph McNeil, Franklin McCain, Ezell Blair, Jr. and David Richmond were determined to change the segregated south. When the men sat down at the “Whites Only” lunch counter and asked to be served, the eyes of a nation turned toward Greensboro.
GCSTV 2 presents a Black History Month special broadcast of “February One.” This behind-the-scenes story of the Greensboro Sit-Ins is told first hand by the surviving three of the Greensboro Four. The one-hour documentary chronicles a significant event in local history that quickly turned into a pivotal point in the history of the American Civil Rights Movement.
Don’t miss this informative and educational program. “February One” debuts on GCSTV 2 at Noon on Thursday, February 1. It will air three times daily, Sunday through Saturday at: Noon, 8 p.m. and Midnight throughout February. Caution: This program contains graphic language and images. Viewer discretion is advised.
Magnet Schools
GCS is a leader in providing students and parents significant choices when it comes to education. Our magnet school program is among the best in the nation in helping to link a child with his or her strengths, stimulating their educational interests and fostering academic achievement. The magnet video provides insight into what’s available and helps parents make decisions that best serve the needs of their children. This program airs daily at: 8:30 a.m., 9:30 a.m., 11 a.m., 3 p.m. and 9:30 p.m.
On Assignment
For the latest in news and information that chronicles programs and events throughout the school district, join host Leonard Simpson for “On Assignment.” The latest episode airs daily at: 9 a.m., 10:30 a.m., 3:30 p.m. and 6 p.m.
Building the Future
Our growing school district makes it necessary to add schools and renovations to existing campuses. Construction bond money helps make that possible. Join us for an update on the building of new schools and improvement projects at others. Host Lillian Govus and Dave Burnett, Executive Director of Facilities and Construction, take us on a guided tour. The program airs daily at: 7:30 a.m., 1:30 p.m. and 7:30 p.m.
Tus Hijos y GCS (Your Children and Guilford County Schools)
The State Writing Test is a crucial component for students in the fourth, seventh and 10 grades. Passing the test in high school is a determining factor as to whether a student will graduate and get a diploma. Join host Karin Young for the newest edition of our Spanish and English language program: “Tus Hijos y GCS.” Karin provides ideas and suggestions on how parents can help their children sharpen their English grammar and vocabulary skills to improve test scores. Tus Hijos y GCS airs daily at 1 a.m., 7 a.m., 11:30 a.m. and 7p.m.
GCS/ABC 45 Partnership Continues
GCS continues its partnership with ABC 45 television to share the current news and feature stories about our district. The segments run on ABC 45 (Cable Channel 7) during “Good Morning America” each Wednesday and Friday at 7:25 a.m. and 8:25 a.m. You can also learn more about GCS by tuning in to GCSTV2 (Cable Channel 2.)
Kirkman Park Spanish Immersion/Montlieu Math and Science Academy
Variety of choice is at the heart of GCS’ magnet school program. Magnet schools like Kirkman Park Spanish Immersion and Montlieu Math and Science Academy are two of many choices designed to stimulate educational interests, foster academic achievement as well as provide cultural and ethnic diversity. This Newsbreak airs Wednesday, January 31.
Morehead Expressive Arts/Murphey Traditional Academy
Fostering creative thinking through culturally diverse expressive arts is the stimulus behind the success of Morehead Expressive Arts magnet school. Students are encouraged to discover their talents through experimentation with musical instruments, drama and other arts. At Murphey Traditional Academy, reading, writing and math are the basics through which students explore their world and become good citizens. This Newsbreak airs Friday, February 2.
For more information, please contact Leonard Simpson, Broadcast Production Manager, at 370-8167.
NON-GCS EDUCATIONAL NEWS
It’s Teacher Appreciation Week at AMC Theaters
AMC Theaters and Paramount Pictures are inviting teachers across the country to see Freedom Writers — the highly acclaimed film that tells the story of teacher Erin Gruwell and her students and their amazing book — for free for one week! From January 26 through February 1, AMC will give K-12 teachers one free ticket to see the movie “in appreciation of teachers across the nation who give endlessly and enrich so many lives.” Click here for more information about this offer.
National School Change Award
Local schools may want to apply to receive recognition under the Eighth Annual National School Change Awards, conducted by the American Association of School Administrators and the Fordham University Graduate School of Education. Annually six schools across America are recognized for having significantly changed. Recipients are selected in the spring and will participate in an awards presentation by the U.S. Department of Education at a special ceremony in New York City in July 2007. Recipients will receive a $5,000 grant and will participate in a major national research project focusing on school change. An overview of the program and the award¹s application is available online at www.npli.org/nsca. The deadline for materials to be submitted is March 19.
American Stars of Teaching Awards
The U.S. Department of Education is currently accepting nominations for its 2007 American Stars of Teaching awards, which recognizes and honors superior teachers with a track record of improving student achievement, using innovative instructional strategies and making a difference in the lives of their students. One teacher from each state will be recognized. The nominations deadline is
April 1. Click here for more information.
Does Success on Advanced Placement Program® Exams Predict College Success?
Widespread research confirms that students who score well on the College Board's AP Exam are more likely to graduate college in five years or less, students who use AP to place out of introductory courses are more likely to pursue higher-level course study in their exam discipline, and AP Exam grades are valid predictors of college success. Following is a summary of the most recent research:
Performance in upper-level college courses: AP students exempted from introductory college courses, including mathematics and science courses, earned higher course grades than students who took the introductory course on the college campus.
Rick Morgan and Len Ramist (1998)
Advanced Placement Students in College: An Investigation of Course Grades at 21 Colleges: http://www.collegeboard.com/ap/pdf/sr-98-13.pdf. Morgan and Ramist evaluated the subsequent course performance of AP students who placed out of the introductory college course.
Barbara G. Dodd, Steven J. Fitzpatrick, R. J. De Ayala, Judith A. Jennings (2002)
An Investigation of the Validity of AP Grades of 3 and a Comparison of AP and Non-AP Student Groups. This study, conducted using data from the University of Texas at Austin, addressed the same research question as Morgan and Ramist and found results that corroborate the earlier research. Results showed that AP students who were exempted from the introductory course in calculus, biology, and English earned the same or higher grades in the subsequent course, took as many or more class hours in the subject area, and had the same or higher grades in additional courses in the subject area compared to the group of non-AP students of similar academic ability. The fact that the researchers compared the AP group to non-AP students of similar academic ability is a notable strength of this study.
AP Student Course-taking Patterns: Students who took AP Exams were more likely to take at least one course in the discipline of their exam while in college, compared to their peers who did not take AP Exams in those disciplines.
Rick Morgan and Behroz Maneckshana (2000)
AP Students in College: An Investigation of Their Course-taking Patterns and College Majors: http://www.collegeboard.com/ap/pdf/validity2.pdf. Morgan and Maneckshana investigated the college course-taking patterns of students who have taken AP Exams. With respect to mathematics and science, results showed that students who took AP Exams in these areas were more likely to take at least one course in the discipline of their exam while in college compared to students who did not take any AP Exams in the same areas. In addition, many AP students who took AP Exams in biology, physics, and calculus subsequently majored or minored in the subject area of their exams or a closely related field.
College Graduation: Students who earned a 3 or higher on one or more AP Exams in the areas of English, mathematics, science, or social studies were more likely to graduate from college in five years or less compared to non-AP students
Chrys Dougherty, Lynn Mellor, and Shuling Jian, National Center for Educational Accountability (2005)
This paper can be requested by emailing chrys@mail.utexas.edu. Dougherty, Mellor, and Jian explored the effect of AP course participation and AP Exam performance on college graduation rates. They found that students who earned a 3 or better on one or more AP Exams in the areas of English, mathematics, science, or social studies were more likely to graduate from college in five years or less compared to non-AP students, even after controlling for prior academic achievement and other student-level (e.g., free and reduced price lunch status) and school-level demographic characteristics (e.g., percentage of low-income students, district dropout rate). The same was true for AP students who earned a 1 or 2 on AP Exams and for students who took an AP course but not the exam, although the size of the effect was smaller. The positive effect for AP was consistent across minority and low-income students.
When Dougherty et al. framed the question in terms of a school-level analysis, they found that the best AP-related indicator for predicting the percentage of students who would graduate from college from a particular high school was the percent of students taking and performing well (3 or better) on AP Exams.
College Grades in Math and Science: AP Exam grades were a strong predictor of second-year undergraduate GPA in biological sciences, mathematics, and physical sciences, second in strength only to high school grade point average.
Saul Geiser and Veronica Santelices (2004)
The Role of Advanced Placement and Honors Courses in College Admissions: http://cshe.berkeley.edu/publications/docs/ROP.Geiser.4.04.pdf Geiser and Santelices found that AP Exam grades were a strong predictor of second-year undergraduate GPA in biological sciences, mathematics, and physical sciences, second in strength only to high school grade point average. They further state: "The subject-specific, curriculum-intensive AP Exams are the epitome of 'achievement tests,' in this sense, and their validity in predicting college performance should not be surprising from that standpoint" (see p. 18 of their report).
Never Mind the Doomsayers; U.S. Schools are Doing Fine
The usual hand-wringing accompanied the U.S. Department of Education's release late last year of statistics on how U.S. students performed on international tests. How will the United States compete in the global economy, went the lament, when our students lag behind the likes of Singapore and Hong Kong in math and science? American fourth-graders ranked 12th in the world on one international math test, and eighth-graders were 14th. Is this further evidence of the failure of the nation's schools? Not exactly, says the editors of The Washington Post. In fact, a closer look at how our kids perform against the international "competition" suggests that this story line may contain more than a few myths: (1) "U.S. students rate poorly compared with those in the rest of the world." This is true only if you cherry-pick the results; (2) "U.S. students are falling behind." Actually, American students are mostly improving, or at worst holding their own; (3) "U.S. students won't be well prepared for the modern work force." This myth has been bandied around since at least the turn of the 19th century by business leaders who blame schools for inadequately preparing workers; and (4) "Bad schooling has undermined America's competitiveness." The U.S. economy has grown "faster than any other advanced economy" over the past two decades. A dynamic economy is much more than the sum of its test scores. It's part of a culture that rewards innovation and risk-taking, and values unconventional problem-solving. Click here to read more.
More Than a Horse Race: International School Test Comparisons
According to a new report from the Center for Public Education, much of what the public hears about the performance of U.S. kids against their international peers comes from one of two camps: the Chicken Littles who claim our kids are failing and the nation’s economic sky is falling as a result; or the Dr. Panglosses who dismiss the scores as irrelevant because American schools are different and truly the best of all possible worlds. The reality is more complex: U.S. kids aren't number one on any international test, but they're not failing either. And our performance ranges from mediocre to good according to the subject area and the age of the test-takers. This guide attempts to show a more complete picture of international assessments and what we can learn from them. It provides an overview of the international tests administered to students and adults across the globe, and addresses how these tests are developed, who takes them, and how we should interpret the results. The report also summarizes the results of the major assessments in reading, mathematics and science. Click here to read more.
The 2006 Achievement Gap Study
Northwest Evaluation Association (NWEA) researchers have released a new study on the achievement gap. The achievement gap is the difference between the academic performance of students in poor versus wealthy schools and between minority and non-minority students. The study revealed that for every group at every grade, students from poor schools grew less than students from wealthy schools and minority students exhibited less growth than their non-minority peers. In general, students enrolled in high poverty schools, African-American students and Hispanic students begin school with lower skills, grow less academically during the school year and lose more skill over the summer than their wealthier and European-American peers. In the case of the African-American students in these samples, the concern carries added emphasis. Their rate of change over the two-year projection was the lowest of all groups, suggesting that the achievement gap between student segments remains a significant problem. "This study should be a wake up call for educators, as it reveals real differences in student achievement based on socio-economic status," said Allan Olson, president of NWEA. "The use of growth data provides a clear picture of individual student growth and helps inform educators on specifics areas where students need focused instruction." Click here to read more.
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