Friday Notes from Guilford County Schools

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August 24, 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.

Welcome Back!

It’s that time again when our thoughts turn toward a new school year and all the preparation that takes place for another year of achievement, rigorous learning and growth. As the needs of our students change, so do the needs of our schools.

GCS has much to be proud of. The district’s traditional high schools have consistently ranked high in Newsweek’s annual list of America’s Best High Schools. Currently, Guilford County now has the most schools in the state on the list with 14 being recognized. The district also has one school in the Top 100.

Additionally, the graduating class of 2007 has turned their success in the classroom into more than $68 million in scholarships offered–an all-time high for the district and almost $12 million more than last year!

We’re proud of our students, teachers and schools – their accomplishments are the result of hard work and dedication. Rigorous and progressive academic programs in our schools, early and middle colleges, as well as our magnet/choice programs, will help to give every student the opportunity to achieve success.

It takes a team made up of committed students, involved parents, dedicated administrators and teachers to steer a young mind toward a bright future. Our schools will only be as successful as these partnerships. Through these committed relationships, we can demonstrate the benefit of a rigorous education and increased financial opportunities for our students and their families. Together, we will give our children the foundation they need to strive, achieve and excel in GCS.

GCS 2006-07 Preliminary Adequate Yearly Progress (AYP) Results

The following AYP information is based on preliminary data subject to review and possible modification:

• The percent of schools that made AYP increased 10.6 percent, from 44.4 percent in 2005-06 to 55 percent in 2006-07

• The percent of elementary schools that made AYP increased 4.6 percent, from 49.2 percent in 2005-06 to 53.8 percent in 2006-07

• The percent of middle schools that made AYP increased 4.7 percent, from 28.6 percent in 2005-06 to 33.3 percent in 2006-07

• The percent of high schools that made AYP increased 26.3 percent, from 47.6 percent in 2005-06 to 73.9 percent in 2006-07

• Eighteen out of 23 high schools (78.3 percent) made the percentage proficiency achievement part of AYP

• Four Mission Possible schools made AYP for the first time since 2002-03, including: Washington Elementary, Aycock Middle, Welborn Middle and High Point Central High

• All 10 subgroups of elementary and middle schools made progress in proficiency for math in comparing 2006-07 to 2005-06

To meet AYP, schools must meet all target goals. Targets are based on reading and math outcomes for the percentage of students participating in testing and for the percentage of proficient scores for groups of 40 or more students in each of 10 subgroups: All students, African-American, Asian, American Indian, Hispanic, multi-racial, White, students receiving free/reduced priced lunch, limited English proficient and students with disabilities. For a complete report, please click here .

Strategies for Improvement

• Mission Possible Schools Initiative (for 22 elementary, middle and high schools)
• Lower class size
• Extensive teacher training (Cooperative Learning, Undoing Racism, Mastery Learning, Differentiated Instruction)
• Differentiated pay attracted greater pool of highly qualified math and English-Language Arts teachers

• Read GCS teacher training in Title I schools to strengthen reading proficiency
• Expanded to Pre-K teachers
• Increased number of participating schools

• Elementary Schools
• Elementary Math initiative (grades 3-5) developed and trained teacher-leaders to implement conceptually-based units of instruction

• Middle Schools
• 15/3 Mastery Learning units in math with formative assessments
• Springboard (CollegeBoard developed rigorous curriculum) for all middle schools in reading and math

• High Schools
• Strategic Reading in high schools to support students that are two or more years behind

• Structural Changes
• Induction and Success unit focused on supporting, orienting and developing new teachers and principals
• Formative Assessment unit devoted to creating, aligning and validating benchmark assessments to End-of-Course (End-of-Grade) tests

• General Strategies K-12
• Fullan training to improve use of data to customize and re-teach, utilization of effective instructional strategies (cooperative learning, graphic organizers)
• Double dosing students in reading and math
• Improved alignment and specificity of pacing guides and lesson plans

As a district, we are excited to learn that the overall percent of our schools making AYP increased 10.6 percent in 2006-07.  We are particularly excited to see results in our Mission Possible schools, mainly Washington Elementary, Aycock Middle, Welborn Middle and High Point Central High. Although we have a lot to be proud of, we realize there is still work to be done to ensure all of our students are excelling in the classroom.

GCS START Cards

Several years ago, GCS began the practice of giving all new teachers to the district a $300 pre-paid, declining balance VISA, credit card to help them purchase instructional supplies and materials for their classrooms, and we are happy to again offer this service for the 2007-08 school year.  Our START Card program was designed to help make the transition into teaching easier for new teachers who often operate on a limited budget.

Teachers must meet the following criteria in order to receive a START Card in 2007-08:

• Must be new to GCS or must not have taught for GCS in the last five years
• Must have been hired after START Cards were issued in 2006-07 (requires principal approval)
• Must be a regular classroom, art, music or PE teacher (issuing a START Card to guidance counselors, psychologists, media specialists, speech therapists or Exceptional Children staff requires principal approval)

We would like to advise staff of the upcoming START Card sessions:

Each session will take approximately 15 minutes, and sessions will run continuously until all attendees have been through the training.  No appointments are needed.

Deadline for all START Card purchases is November 30, 2007. Cards and receipts must be returned to the Purchasing Department by Friday, December 14, 2007. For questions or more information about the GCS START card, please contact Vivian Lane, START Card Manager, via e-mail lanev@gcsnc.com .

Final Week for Tools for Schools Supply Drive

The Tools for Schools program is a partnership with WFMY News 2 which helps to provide teachers and students with school supplies.  These supplies put the right tools into the hands of students whose families may not be able to afford to buy items such as pencils, paper, markers, backpacks and more.  As you are shopping, be sure to pick up a few extra school supplies for the Tools for School bins located at the front of all Guilford County Wal-Mart locations.   Click here to view the list of school supplies.  The drive will end on August 31. For more information, please contact Lynne Brandon, Program Administrator-Communications, at 370-8353. 

Mission Possible Schools 2007-08 Kick-Off Events

The Mission Possible Office is pleased to announce the formation of two key teams that will be critical in steering the direction of the Mission Possible initiative.  A teacher advisory team, as well as an executive advisory team, will immediately begin examining strategies for continuous improvement and increased student achievement.  The first meeting of the Mission Possible teacher advisory team will be on Thursday, September 13, from 4-5 p.m. in Room 100 at the Washington Street Annex building.  Click here to view the team membership.
           
In an effort to support and communicate program goals and processes, Mission Possible principals are invited to attend an orientation session to be held on Wednesday, September 12, 4-5 p.m., in the PTA boardroom.  This meeting will review critical program components, the processes for determining teacher Value-Added data, payment of performance bonuses, professional development requirements, and will address all program questions.

The Human Resources office will be conducting teacher orientation sessions at each Mission Possible school site Monday, September 17 through Friday, September 28.  During each orientation session, a representative will provide teachers with an overview of program goals and processes, an incentive and performance bonus contract and answers to all questions.  Click here to view the site visitation schedule. For more information about these events or the Mission Possible schools initiative, please contact Dr. Amy Holcombe, Director of Mission Possible schools, at 335-3294 or at holcoma@gcsnc.com .

New MSA Cohort

GCS is partnering with the University of North Carolina at Greensboro (UNCG) to offer a Masters in School Administration (MSA) degree.  Candidates will be eligible for their coursework to be paid in full; however, each candidate will be responsible for all other expenses, including books, supplies, parking fees, etc. 

The candidate selection process will include interviewing, letters of reference, successful completion of university testing requirements (GRE or MAT) and writing prompts.  Candidates will be screened over the upcoming months, and the announcement for fifteen candidates will be made in December.

On August 21, 45 candidates had an information session with UNCG and GCS representatives.  Overall, 70 candidates have been nominated and expressed an interest in participating.

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

GCSTV 2

 
New Principals  

There will be new faces in the principals’ offices at some Guilford County Schools as the new school year gets underway.   GCSTV2 introduces you to them as they share their philosophy of education and how they plan to get the school year off to a smooth start.  This program airs daily at 7 a.m., 1 p.m. and 8 p.m.  

Busy Summer     

Principals were at work during the summer preparing for the new school year.  Part of that preparation was a special summit.  It provided time to get together with other education professionals to exchange ideas on how to better lead and provide the best learning environment possible. This program airs daily at 7:25 a.m. and 8:57 p.m.

Choices for Students and Parents

The start of school is a time for choices, especially for high school seniors.  One of those choices is whether they will go to work after graduation, go to college or perhaps join the military.  The federal law known as No Child Left Behind (NCLB) stipulates that military recruiters have access to contact information for seniors in order to discuss a possible military career.  But the law also provides a provision to opt-out so recruiters will not have access to addresses and telephone numbers.  Find out more in this program that airs daily at 8 a.m., noon, 4 p.m. and 9 p.m.       

Some Perspective

As the new school year is ushered in, some of GCS’ best and brightest share their ideas on how to excel in your studies.  The valedictorians and salutatorians of the latest graduating classes provide some insight into their study habits and the discipline that goes with striving, achieving and excelling.  This program airs daily at 4:45 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. Also, learn more about GCS by tuning in to GCSTV 2 (Cable Channel 2).

Newcomer School
Acclimating to a new home and new culture can be difficult.  GCS strives to make that transition somewhat easier as it debuts the GCS Newcomers School.  This unique school provides for the special educational needs of our newest immigrant population. This newsbreak airs Wednesday, August 29.

Fill the Bus
Teachers provide the knowledge, skill and compassion necessary to educate our children.  They also provide school supplies, often paid for out of their own pockets.  “Fill the Bus” is where our business community steps in to help out with donations of paper, pencils, calculators, rulers and the other needed supplies.  This newsbreak airs Friday, August 31.

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

NON-GCS EDUCATIONAL NEWS

Unions Aid Locals to Develop Workable Merit-Pay Plans

Despite publicly opposing merit pay, some national teachers’ union leaders are helping local unions that request it hammer out contracts that include merit bonuses. Union opposition comes in part from bad experiences in the 1980s involving attempts to empower principals to assign bonuses. Click here to read more.  

Tips for Teachers: How to Establish Your Place in a New School

New teachers should find allies, avoid complainers and speak their mind from the start, says veteran National Board-certified teacher David Cohen. When disagreeing with other educators, express respectful disagreement to build credibility and a reputation for professionalism. Click here to read more.

Helpful Back to School Statistics

Nearly 50 million students are heading off to approximately 97,000 public elementary and secondary schools for the fall term.  Before the school year is out, an estimated $489 billion will be spent related to their education, with an average of $9,969 to be spent per pupil for fall enrollment in public elementary and secondary schools. Some 3.2 million teachers are projected to be employed in public elementary and secondary schools in 2007-08. And more than 1.1 million students -- about two percent of all students -- will be homeschooled. These are just a few of the statistics contained in "Back to School Stats," compiled by the Institute of Education Sciences' research and statistical centers. Follow the link below for more statistical information about American elementary, secondary and postsecondary schools, students, and the educational process. Click here to read more.

First Day of School: Helping Your Child Overcome Separation

Clinical psychologist Mark Crawford says separation anxiety is fairly common among children ages 6 to 10. "It's most often associated with a child's fear of something happening to a parent if they are not there to watch over them," Crawford explains. "Children have this irrational fear that, 'If I can't see Mom or see Dad, something may happen to them and they may not come back." Crawford suggests a child doesn't have to be going off to school to experience anxiety. It can happen at home when a parent leaves a room for a couple of minutes. "It's pretty dramatic. Typically, what happens is children will cling onto the parents, quite literally, they will grab on to their leg or their hand. They'll almost have a panic response."  The behavior usually occurs with one parent and not the other, Crawford says. "Anxiety in kids can look sometimes like defiance, rebellion, anger or stubbornness when it's really just panic, kids panicking because they are so afraid." Children will eventually outgrow separation anxiety, Crawford says, but there are many things parents can do to speed up the process. Make sure children meet their new teacher and see where they'll sit in the classroom before school starts in order to get familiar with the environment. Allow the child to pick out a new backpack and school supplies, reports Judy Fortin for CNN. Sending along a transitional item like a photo, special toy or note from Mom or Dad can help ease fears on the first day. Crawford advises parents to model confidence. "What happens a lot of times -- a parent's anxiety feeds the child's anxiety. ... Just say 'I'll be fine. You'll be fine. This is where you're supposed to be, and I will be here, and everything will be OK.' " Click here to read more.

School Test Gap: Not Just Economic

When the first wave of state achievement test results are released every year, educators have a stock answer for the vexing disparity in achievement between African-American and Latino students and their white and Asian counterparts: poverty. But this year, new data in the Standardized Testing and Reporting program (STAR) shows that even when poverty is not a factor, the performance of black and Latino students still lagged behind. "These are not just economic achievement gaps. They are racial achievement gaps," said Jack O'Connell, state superintendent of public instruction. "We cannot afford to excuse them. We must take notice and take action." Overall, students across California showed slight progress, improving their scores in science and reading, while holding steady in math. And, just as in years past, the results once again underscored the achievement gap, reports Jessie Mangaliman in the San Jose Mercury News. But new data in a recently released STAR report -- the cornerstone of the state's standardized testing program designed to measure the performance of public schools and individual students in math, reading and science -- only deepen the questions about why that gap exists. Statewide results show African-Americans and Latinos who are not poor perform at lower levels in math than white students who are poor. Click here to read more.