Friday Notes from Guilford County Schools

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June 1, 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.

2007-08 Proposed School District Budget

The Guilford County Board of Education has submitted its 2007-08 budget funding request to the
County Commissioners.  Click here to view the Budget Recap.  
 
In summary, the budget request includes the following:

• $11.5 million is to pay for the
  • Projected legislated salary increase of five percent for our locally paid teachers and 2.5 percent for locally paid classified staff plus the consequent increase in benefits ($5.7M)
  • Projected enrollment growth of 1,833 students and opening of new schools ($4.4M)
  • Eastern Guilford High School modular village lease to re-open the school on one site in the fall ($1.4M)
• $4.2 million to address school climate and suspension improvement.  This amount has subsequently not been included in the County Manager’s budget package, but is critical for the success of our schools next year.  Truly, this is a community safety issue for all of us.  Too often
  the conflicts among our students begin in their neighborhoods and are brought into the schools
  for our teachers and administrators to handle.  The comprehensive approach that is outlined in
  the full budget description explains that fully; click here to review the School Climate Improvement overview (page 29) contained within the Superintendent’s 2007-08 Budget Request document

Funding our schools at the requested level will result in a four-cent tax increase for county residents, which equals a $40 tax increase on a home with a tax value of $100,000.
 
We are concerned that the county manager only recommended an $11,000,000 increase which is $4,786,950 less than the $15,786,950 increase that the board requested.

The Guilford County Board of Commissioners will hold a public hearing on the budget proposal on Thursday, June 7 at 5:30 p.m. in the old Guilford County courthouse building (301 West Market St., Greensboro) in the County Commissioner meeting room, located on the second floor.  Members of
the public can speak at this meeting.  Also, if you support the Board of Education’s budget request,
you may write letters to each of the members of the Board of Commissioners at:

(Commissioner’s Name)
Post Office Box 3427
Greensboro, NC 27402
or E-mail them at the following E-mail addresses:

Thank you for your support. Let your representatives know that the Guilford County citizens value safe, successful learning communities --and our children deserve more than yearly budget cuts and political posturing.  It is time to make education a priority in this county.  Please call me at 370-8992, should you have questions.  

Central Office Summer Schedule

Please be advised that GCS central offices will operate on a summer schedule from June 11 through August 17.  Office hours will be 7:30 a.m. - 5:30 p.m. Monday through Thursday and 7:30 a.m. - 11:30 a.m. on Friday.  Normal office hours will resume on Monday, August 20. 

In extenuating circumstances, department heads may work with their supervisor to make alternate summer arrangements outside of the standard summer schedule.  In doing so, please keep in mind that all offices must be covered during the established summer hours.

The summer schedule does not remove our accountability for a 40-hour work week or our compliance with Fair Labor Standards Act (FLSA) guidelines and reporting requirements. As such, for every sick or annual leave day taken Monday through Thursday:

• Employees must make up one hour per each day taken to make sure 40 hours are worked for that week
• This can be done by working an additional hour on another workday within the same work week
• Or by taking one hour of comp time per each day taken
• Or by taking one hour of time without pay for each day taken
• For every, sick or annual leave day taken on a Friday, only a half-day will be charged

Please be reminded that the GCS work week begins Saturday at 12:01 a.m. and ends the following Friday at 12:00 midnight. For more information, please contact Steve Friddle, Director of Payroll, at 370-8164.

New Principal Named

The following principal change will be made effective July 1:

For more information, please contact Dr. Peggy Thompson, Chief Human Resources Officer, at 370-8340.

Guilford County Board of Education Approves 2007-08 Meeting Schedule

The Board of Education approved the 2007-08 meeting schedule at the May 24 regular meeting. The schedule will follow the same format as the current meeting schedule, holding two meetings each month, generally the second Tuesday and fourth Thursday.  Click here to view the schedule.

Note: Some meeting dates have been changed to avoid conflicts with scheduled conferences or to eliminate back-to-back meetings.  All meetings will be held at the GCS Administrative Office located at 712 N. Eugene St., Greensboro.

What Parents Want

We are pleased to report that SchoolMatch, the nation's largest school selection consulting firm, of Columbus, OH, included GCS among the school districts receiving its 2007 16th  Annual “What Parents Want” Award.  Only 16 percent of the nation's 15,571 public school districts (2,516) have been recognized for meeting the needs of families choosing schools. The 21 North Carolina districts receiving the award include:

Please call me at 370-8992, should you have questions. 

Media Specialist to Attend National Geographic Society Summer Institute

Johnson Street Global Studies’ Media Specialist, Dr. Sue Elder will participate in a National Geographic Society’s Geography Outreach Summer Institute.  The program, “My Wonderful World,” will focus on studying the continent of Asia.  Elder will travel to Washington, D.C. this summer to receive an introduction to a geographic study of the continent with a focus on standards-based curriculum including an inquiry-driven instructional model.  She will join other educators from all over the U. S. to focus on teaching strategies around Asia, while also learning strategies for broadening public awareness about the importance of teaching geography in our state.  While in Washington, Elder will be part of the group of educators visiting Capitol Hill to discuss with state representatives the importance of federal support for geography education. For more information, please contact Dr. Elder at 819-2900.                                                         

Who is the Fastest Kid in Guilford County?

On June 14 at 7 p.m., the National Scholastic Sports Foundation (NSSF), in conjunction with the Nike Outdoor Nationals (NON), will hold a race to find the Fastest Kid in Guilford County at the track at North Carolina A&T State University. Each elementary and middle school is encouraged to submit their fastest male and female students in the 100-meter dash to compete. Additionally, all elementary and middle school students are welcome to join NSSF and the NON for a free track clinic on June 14 from 3 p.m. until 6 p.m. All entries for the Fastest Kid race must be postmarked today.  For more information, please contact Lillian Govus, Program Administrator – Communications, at 370-8997.

McREL Helps GCS Address Oral Language & Vocabulary Development Instruction

This week, 30 elementary teachers, curriculum facilitators, principals and central office personnel worked with Dr. Salle Quachenboss and Dr. Sammye Wheeler-Clouse, experts on oral language from the Mid-Continent Resource for Education and Learning (McREL).  The elementary literacy audit completed by McREL earlier this year found that while there are pockets of excellent oral language development and vocabulary instruction in the district, there is not a systematic and consistent district-wide approach to instruction in this vital component of literacy.  This finding is true for most districts nationally that have worked with McREL.  This lack of consistent oral language and vocabulary development instruction gives the district a tremendous opportunity to improve not only reading but writing achievement by a clearly focused instructional improvement initiative next year.

The GCS Oral Language project team came together to design a consistent process for oral language and vocabulary instruction as a key component of the literacy framework.  The goals for the two days were to learn five research based principles needed for an effective systematic approach to vocabulary instruction and to construct grade level content area word lists.  Additional teachers will be invited to develop a draft of crucial word lists by grade level that will be further critiqued and revised by teachers district-wide during the coming year.  A teacher-leader from grades pre K-2 and another from grades 3-5 will receive further training this summer in oral language and vocabulary development, and serve as a two-way communication link with each school as oral language instruction and vocabulary word lists are implemented and revised.  The goal is to ensure that crucial vocabulary is taught systematically across our school district using research-based strategies that are effective and meaningful to students.

The five research based principles are:

1. Students must encounter words more than once to learn them.  Research suggests that students need to be exposed to a new word at least six times before they have had enough experience with the word to learn and remember its meaning.
2. Instruction in new words enhances learning those words in context.
3. One of the best ways to learn a new word is to associate an image with it.
4. Direct instruction works (small group instruction that proceeds from teacher definitions to student definitions and practice.)
5. Direct instruction or words that are critical to new content produces the most powerful learning.

For more information, please contact Lee Ann Segalla, Executive Director for Elementary Curriculum and Instruction, at 370-2657.

Weaver Academy Donates to United Arts Council of Greater Greensboro

This year at Weaver Academy, the student body committed itself to serving the community. The Student Government Association, which organizes and hosts almost all the year’s social functions, is also the host for the junior/senior prom. During one of the Student Government Association (SGA) meetings, it was proposed that in place of traditional prom favors such as key chains or candle holders, a percentage of each ticket sold should be donated to a reputable charity in the area.  A vote in favor of this suggestion was unanimous. Because Weaver is a performing and visual arts school, it was decided to donate the money to the United Arts Council of Greater Greensboro, who was thrilled by the exemplary and philanthropic act.  After selling more than 100 tickets, the student government, representing each prom participant, was able to donate $500. Mr. Dow Hamblin of Weaver’s Art Department assisted the prom committee in making a huge check which was displayed at the prom and SGA President Brynn Plummer’s announcement was met with great applause. On Thursday, May 24, several Student Government ambassadors visited United Arts Council (UAC) headquarters to present the monetary gift. The SGA hope their donation will set a precedent for schools in the community, as well as for future Weaver students, to consider the possibilities of proactive generosity. For more information, please contact Principal Anna Brady, at 370-8282 or Kendra March, Instructional Improvement Officer, at 370-8107.

Summer Professional Development Requirements

GCS Office of Organizational Development believes that teachers must be able to demonstrate effective pedagogy, mastery of subject-area material and be prepared to work with individual students to meet the needs of an increasingly diverse society.
The preparation and professional development of a teacher takes place throughout that teacher’s career.  During the summer of 2007, many professional development activities will be offered and some will be required for certified staff.  Click here to view a flyer that provides a snapshot overview of the required professional development activities—some of which will also be offered throughout the school year. Teachers will receive continuing education credits (CEUs) and a daily stipend will be paid to those completing training sessions during time they are not receiving their regular salary.

For additional information regarding current professional development activities, please visit the GCS Professional Development Web site at http://professional_development.gcsnc.com/index.html.

GCSTV 2

The Home Field Advantage

Changing schools during the year creates a disadvantage for students when it comes to their studies.  Research indicates that children who study at one school throughout the school year do better academically than those who change schools one or more times during the year.  GCS offers students at select schools the “Home Field Advantage.”  The initiative gives children a chance to stay at their original school if their family moves during the academic year.  Get the latest information on this program that helps students stay in the game.  Home Field Advantage airs five times daily at 7:30 a.m., 10 a.m., 1:30 p.m., 4 p.m. and 7:30 p.m. 

Tus Hijos y GCS (Your Children and Guilford County Schools)

The school year is winding down and it’s time for end of year testing.  Join host Karin Young for this latest edition of our Spanish and English language program: “Tus Hijos y GCS.”  Karin provides the latest information on testing and explains just what the terms EOC, EOG and AYP mean to your child’s education.  Tus Hijos y GCS airs daily at 1 a.m., 7 a.m., 11:30 a.m. and 7 p.m.                 

Young Drivers -The High Risk Years

If you have a teenager who is already driving or will be getting their licenses soon, don’t miss this program.  The focus is on ways to reduce injuries and death among our young.  It is told from the perspective of teens and parents who know the consequences of a simple mistake made behind the wheel.  This program airs daily at noon, 9 p.m. and midnight.

The Middle College of Entertainment Technology at GTCC

The Middle College of Entertainment Technology at GTCC is one of the exciting educational choices students have within GCS.   It’s here where they can get hands on experience in television production and other aspects of the entertainment industry.  This program is a sample of how students apply their skills to producing, videotaping, reporting, editing and ultimately creating their own show.  This program airs daily at 9 a.m., 3 p.m. and 6 p.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 GCSTV 2 (Cable Channel 2).

Tech Fair
Technology drives our modern society.  That’s one reason why students at General Greene Elementary get a first-hand look at how and where technology is being used in our community.  From the police department to the robotics lab the Tech Fair has a taste of tech for everyone.  This newsbreak airs Wednesday, June 6.

Middle School Marching Band
There’s only one in Guilford County and few, if any, throughout the rest of the state.  The marching band at Northern Middle School wouldn’t be possible if not for the dedication of its director.  See how this band came about and where its members get the instruments and the inspiration.  This newsbreak airs Friday, June 8.

For more information, please contact Leonard Simpson, Broadcast Production Manager, at 370-8167.

NON-GCS EDUCATIONAL NEWS

‘Middle School Syndrome’ Undergoes a Reversal

Scores on state tests at Westlake Middle School were disappointing for years, and school officials had largely written them off as “middle school syndrome,” a mysterious decline in achievement between elementary school and eighth grade that seemed to afflict most schools in the state.  But when the proportion of eighth grade students reading at grade level dropped last year to 65 percent, from 70 percent the year before, administrators in the Mount Pleasant school district -- a mostly white, upper-middle-class district -- became more alarmed.  “It was so low that we couldn’t hide from the fact that we were doing something wrong, or at least we weren’t doing enough right,” the superintendent, Alfred J. Lodovico, said.  The curriculum was quickly redesigned. Administrators found that teachers were not teaching the material that might be on the tests. Click here to read more.

U.S. Spends Average of $8,701 Per Pupil on Education

The United States spent an average of $8,701 per pupil to educate its children in 2005, according to the Census Bureau, with some states paying more than twice as much per student as others. New York was the biggest spender on education, at $14,119 per student, with New Jersey second at $13,800 and the District of Columbia was third at $12,979. Seven of the top 10 education spenders were Northeastern states. The states with the lowest spending were Utah, at $5,257 per pupil, Arizona at $6,261, Idaho at $6,283, Mississippi at $6,575, and Oklahoma at $6,613 per student. The 10 states with the lowest education spending were in the West or South. Overall, the United States spent an average of $8,701 per student on elementary and secondary education in 2005, up five percent from $8,287 the previous year, the bureau said. Funding is largely a state and local responsibility under the U.S. system, with 47 percent coming from state governments, 43.9 percent from local sources and only 9.1 percent from the federal government. Students in Northeastern and Northern states tend to perform better on standardized tests than students in Southern and Southwestern states. "It's not necessarily so that states with higher spending have higher test scores," said Tom Loveless, an education policy expert. Loveless said two areas where education spending might make a difference were in teacher salaries and small class sizes for first graders. But overall, Loveless said the relationship between spending on education and test performance was not strong. Click here to read more.

Why Kids Need Learning Opportunities During the Summer

As the school year ends, parents should provide high-quality learning opportunities for children during the summer months. All students fall almost 2.6 months behind in math skills over the summer, studies show. And for low-income children, the slide in reading is particularly harmful: They fall behind an average of two months in reading while their middle-income peers tend to make slight gains. By fifth grade, low-income children can be as much as two years behind in reading. A recent study of Baltimore students by Johns Hopkins University researchers showed that 65 percent of the achievement gap between poor and affluent children can be explained by unequal summer learning experiences during the elementary school years. "Summer should be fun, but parents shouldn't let it be a break from learning," says Ron Fairchild, executive director of the Johns Hopkins University Center for Summer Learning. "High quality summer learning opportunities keep children healthy, safe and on track in school." In addition to academic losses, children also may gain unhealthy weight over the summer. Summer programs can also have a positive impact on juvenile crime, support working families, teach skills needed for the workforce, keep kids safe, and provide much needed child care. Well-designed summer programs balance opportunities for learning, enrichment and recreation. While research shows that remedial summer school often has little impact on student achievement, studies of high-quality summer programs that combine academics with enrichment demonstrate that these programs can have a powerful and lasting effect. What's needed, Fairchild notes, is increased public and private investment in summer learning opportunities to address the educational and social challenges facing children in high-poverty neighborhoods. Click here to read more.

Arizona Teachers Criticize Working Conditions

A large survey of Arizona teachers reveals that most think their classes are too big to attend to the needs of each student, and only 60 percent have adequate teaching materials and technology. A majority also say they spend at least five to 10 hours a week working beyond the official school day. The snapshot is part of a survey released by state officials today and designed to measure working conditions inside schools. Every licensed teacher, counselor, librarian, and principal in the state's district schools had the opportunity to weigh in. More than half, or nearly 32,000 educators, participated, mostly teachers, reports Pat Kossan in The Arizona Republic. Most teachers plan to stay in the business of educating kids, but they want better on-the-job training. Specifically, they want more or better direction for instructing kids still learning English and students with disabilities. They need more ideas on how to help students from low-income families keep up with their wealthier peers. Teachers also are hungry for more time to learn about technology and how to use it in their classrooms. Teachers reported that they had little input into hiring new teachers, creating student discipline policies, or how the school budget will be spent, but most said they were fairly evaluated and respected as professionals. A very large majority of teaches report that schools are safe places where adults are committed to educating every student. Click here to read more.