Friday Notes from Guilford County Schools

August 31, 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.

New York Times Article

The August 27, 2007 issue of the New York Times ran a front page story, “School Scramble for Teachers Because of Spreading Turnover,” which featured the Guilford County Schools’ use of incentives to recruit teachers in impacted schools.  The article points out that we are not alone in our efforts, as other systems across the country are facing similar problems.   Click here to access the article. Chad Campbell, from our District Relations Department, did a great job facilitating the story.  It is always good to see the district and our employees highlighted by the national media.  Please call me at 370-8992, should you have questions. 

GCS Releases 2007 SAT Results

In 2006-07, 70.6 % of GCS students took the SAT Reasoning Test. In fact, of the 24 Guilford County high schools participating in the SAT, 11 schools had participation rates above 73 %.

The district’s average total SAT score dropped from last year, as did average scores for N.C. and the U.S states. Based on grand total averages, five schools scored above the U.S. average, including: The Early College at Guilford, Weaver Academy, Northwest High, Grimsley High and Western High.

Dudley High and Southeast High showed increases on all sections of the SAT and in participation rate in 2007 compared with 2006. With a 12-point gain in 2007, Dudley earned its highest mathematic scores in a five-year period. In addition, Dudley’s subtotal score and participation rate increased.

Twelve GCS students earned perfect scores of 800 in critical reading, nine had perfect scores in mathematics and five earned perfect scores in writing. Two students had perfect scores in critical reading and mathematics, and one student had a perfect grand total score of 2400.

GCS SAT Average Scores for 2007:

• The average total score was 1464
• The average critical reading score was 487
• The average math score was 498
• The average writing score was 479

For more information, please contact Halley Miller, Program Administrator-Communications, at 370-3200.

New Assignments

The following personnel action was taken during the August 30 Board of Education meeting:

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

Guilford Education Alliance Hosts New Teacher Reception

The Guilford Education Alliance will host a reception for all new Guilford County teachers on September 6 from 5-7 p.m. at the Airport Marriott, 1 Marriott Drive, Greensboro. The reception, sponsored by BB&T, Guilford Education Alliance, Greensboro Merchants Association, Greensboro Chamber of Commerce and High Point Chamber of Commerce, will offer food, drinks and fun. For more information, please contact the Guilford Education Alliance at 841-4332, by E-mail info@guilfordeducationalliance.org or Lillian Govus, Program Administrator – Communications, at 370-8997.

Jewish Holidays

Please be reminded that starting Wednesday evening, September 12 through Friday, September 14 (until nightfall), the Jewish community celebrates Rosh Hashanah, the Jewish New Year.  Starting at sundown on Friday, September 21 and continuing to sundown on Saturday, September 22, the Jewish faith observes Yom Kippur, the holiest day of their year.  As with any student and staff who observes a religious holiday, Jewish students and staff may ask to be excused from school/work for both observances.  And, like all religious holidays, these absences will be excused and students given the opportunity to make up missed work following the completion of the holiday.

This year, third grade students are scheduled to take a pretest on September 13.  Students who observe Rosh Hashanah will have a 10-day grace period to make up the exam.  Staff who wish to observe a religious holiday should refer to the GCS Personnel Handbook. Click here for guidelines surrounding religious observances. Please call me at 370-8992 should you have questions. 

GCS Completes Seven Major Capital Projects

This week, GCS successfully opened seven major capital projects in time for the first day of classes. These projects include:

• Eastern High Pod Village
• Ferndale Middle - Additions
• Oak View Elementary - Additions
• Southern Middle – New Facility
• Guilford Elementary – New Facility
• E.P. Pearce Elementary – New Facility
• Reedy Fork Elementary – New Facility

These projects address student capacity needs and improvements to core areas within existing schools. With the exception of the Pod Village at Eastern High, these projects were funded by the 2003 Bond Program.  For more information, please contact Leo Bobadilla, Chief Operations Officer, at 819-2761.

Students and Teachers Benefit from Enrichment Fund

Each year, the Enrichment Fund for GCS donates tens of thousands of dollars to support our students and teachers through field trip scholarships and classroom mini-grants. Applications for the 2007-08 school year are now available online. The fall deadline for scholarships is September 17 for field trips scheduled after October 5. The classroom mini-grant deadline is November 16. We hope you’ll take advantage of this excellent opportunity to enrich your students’ learning experience. For more information, please contact Cecilia Adams, Manager of Community Partnerships, at 370-8355.

September is National Literacy Month and Library Card Sign-up Month

September is a month long celebration of reading and literacy, nationally as well as internationally.  You are encouraged to visit your local library branch and sign up for a library card if you don’t already have one.  Learn more about the difference our reading specialist make in the September issue of the GCS Insider. Literacy dates to note for September are:

• Sept. 6             Read A Book Day
• Sept. 8             International Literacy Day

For more information, please contact Lynne Brandon, Program Administrator-Communications, at 370-8353.

Information on Meningococcal Meningitis, Influenza and HPV

Recently, the General Assembly of North Carolina passed a law requiring all school systems to share with parents and/or guardians of our students in the fifth through 12th grades “information about cervical cancer, cervical dysplasia, human papillomavirus and the vaccines available to prevent these diseases.” School systems are already required to provide information about meningococcal meningitis and influenza diseases and their vaccines to parents.  Click here to view information on meningococcal meningitis, influenza and HPV. For more information, please contact Robin Bergeron-Nolan, Director of Health Services, at 370-8333.

Supplemental Educational Services

Supplemental Educational Services (SES) is a crucial component of the No Child Left Behind Act, giving families the option to obtain free tutoring and other academic enrichment services for their children who attend Title I schools.  Last year, 52% of Guilford County Schools’ students who were eligible for SES enrolled in the program. Over 1,400 students received 30,270 hours of tutoring in reading and math outside the regular school day.

Our district’s high SES enrollment rate over the past two years attracted the attention of the US Department of Education. “Of the participating districts in North Carolina, Guilford appears to be among the most engaged,” observed Kelly Rhoads of the US Department of Public Instruction. As a result of this successful implementation of SES, the Title I Office has been asked to share with the Department of Education and the Department of Public Instruction the strategies which have led to the positive participation rate and implementation of SES tutoring in our eligible Title I schools.

The schools offering SES this school year are:

Parents can meet the tutoring providers, ask questions, and submit applications at each school’s SES information session or click here to view the provider fair schedule. For more information about SES tutoring, contact the GCS Title I Office via e-mail at titleI@gcsnc.com. 

SpringBoard Training for Middle School English Language Arts Teachers

SpringBoard is The College Board's rigorous plan for English Language Arts students in the sixth through 12th grades and is offered in all of GCS middle schools. This program is designed to support high expectations for all students, close the achievement gap, focus on critical thinking and reasoning skills, define rigorous academic course work, increase the number of students in Advanced Placement (AP) courses, and ensure that every student succeeds in college.

In order to ensure consistent district-wide implementation, 128 middle school English Language Arts teachers who have not previously received any training in the delivery of SpringBoard participated in five days of training held August 6-10.   Additionally, 85 English Language Arts teachers who had previously received SpringBoard training participated in a two-day session held August 8-9.  SpringBoard professional development occurred at Guilford Middle School and was conducted by nationally certified SpringBoard trainers from Florida, Georgia, North Carolina, and Pennsylvania. For more information, contact Andrea Hesman, Middle School English Language Arts Curriculum Specialist, at 370-2307.

GCS Summer Math Institute held for Middle School Mathematics Teachers

Approximately 270 participants attended the GCS Summer Math Institute from August 6-10 at Jamestown Middle School. Math middle school teachers attended workshops focused on Mastery Learning and Curriculum and Pacing guide training.  Tapping into the expertise of GCS teachers, secondary curriculum and formative assessment staff, Thursday and Friday mini-sessions offered a variety of interactive and hands-on application sessions targeted at improving student learning and achievement.  For more information, please contact Dr. Michelle Ungurait, Secondary Curriculum Officer, at 335-3293.

English as a Second Language (ESL) Summer Camps A Success

Jesse Wharton Elementary ESL Summer Camp:  ESL teacher, Bill Jarrett, along with several district teachers coordinated the field trips and curriculum for 50 English language learners.  The focus for summer school was to implement the curriculum, which was tailored to the specific language needs of novice students.

This was the fourth year of the summer school extended program at Jesse Wharton Elementary.  The concept behind the summer camp was to integrate curriculum with educational excursions in order to build background knowledge and accelerate language acquisition.  The field trips also afforded students the opportunity to experience the local and surrounding community.  The field trips included golfing and tennis at Bur-Mil Park, gymnastics at Tumble Bees, ice skating, roller skating, attending a Greensboro Grasshoppers baseball game, hiking on the Lake Higgins Nature Trail, Art Quest and visits to the Greensboro Children’s Museum and the Natural Science Center.

Mendenhall Middle ESL Summer Camp:  ESL Interpreter, Bobby Sarteh, along with ESL Family Resource staff, planned and coordinated field trips for ESL middle school students.  In July, 30 students went on various excursions such as ice skating; bowling; visits to Baa-Moo Farm in Statesville, Lazy Five Ranch in Mooresville, the North Carolina Zoo in Asheboro, the Greensboro Central Library, Greensboro News and Record, and Bowman Dairy Farm.  They also attended a Greensboro Grasshoppers baseball game and had a delicious lunch at San Remo’s Italian Restaurant in Greensboro. 

These field trips allowed our students to experience their community and build background knowledge in order to accelerate language learning.  The field trips were integrated with our English language curriculum.  Lessons focused on reading, writing, oral, and listening development. Teachers creatively developed lesson plans on units with themes, and students were taught to use computer programs to give presentations.

ESL Art Camp:  Forty-seven scholarships were granted to our English language learners to attend Art Quest for three days at the Green Hill Center at Greensboro Cultural Center. Students participated and experimented with different materials such as paint, clay, wood blocks, and fabric.  They painted and wove using a loom, created different sculptures using recyclable materials, and made bracelets with colored wool.  They had the opportunity to tour the gallery and current exhibition, as well as learn about what is an object of art.  The ESL students enjoyed their time creating and learning.  ESL Family Resource Center staff members, along with Jaymie Meyer, Director of Education and Mary Young, Associate Executive Director, from the Green Hill Center, coordinated this wonderful event. 

These ESL summer camps were funded through federal dollars and a School Impact Grant for Refugee students and families.  If you have any questions please contact Mayra Hayes, Director of ESL, at 370-8982.

Students Benefit from Christina’s Smile Dental Clinic

Ninety-six students, mostly English Language Learners, received comprehensive, quality dental treatment at no charge from Christina's Smile Children's Dental Clinic. An estimated $70,000 worth of treatment was given from August 13-15.  This program provides charitable dental care to children in need in communities that host a PGA Champions Tour golf tournament, using a 48-foot trailer equipped with three dental treatment stations, x-ray equipment, and an instrument sterilization area. The clinic was hosted by Volvo Trucks North America. Participants were treated for tooth decay that interferes with routine activities, chronic toothaches, and searing pain from dental abscesses that would have most likely result in missing days at school.

The GCS ESL department organized the effort to get the children to the clinic with support from GCS Transportation department. ESL staff and teachers along with help from Professional Development and Human Resources, organized appointments and supervised the children as they waited. This program was funded via Federal dollars and the school impact grant for refugee students and families.  If you have any questions, please contact Mayra Hayes, Director of ESL, at 370-8982.

Benefits Department

Annual enrollment for Dental, Supplemental Insurance and Medical/Dependent Care Spending Accounts will continue through September 7.  Enrollment for most products can be done through the Internet as well as personal appointments with agents visiting all administrative sites.  Enrollment for Pre-Paid Legal/Identity Theft will continue through September 13.  Check with supervisors for a list of scheduled enrollment meetings.  For more information, please contact Patty Kinkade, Director of Benefits, at 370-8092.

GCSTV 2

The Importance of Relationships

You will hear some recurrent themes this year at GCS that focus on leadership.  We support individual leadership, and the power of relationships is important in encouraging and developing leaders.  Hear award winning educator Dr. William Purkey as he addresses GCS principals on the importance of relationships in helping better educate our children.  This program airs Friday through Monday at 10 p.m. 

New Principals   

There are new faces in the principals’ offices at GCS this year. GCSTV 2 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.  

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. 

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).

Eastern High Springs Back
The new school year ushers in a new temporary campus for Eastern High School.  Students return to a “pod” village of classrooms outfitted with some of the latest technology in learning, thanks to the generosity of the community.  This newsbreak airs Wednesday, September 5.

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, September 7.

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

NON-GCS EDUCATIONAL NEWS

Science and Girls

Below are five myths about girls and science that still endure, according to the National Science Foundation's Research on Gender in Science and Engineering program:

Myth 1: From the time they start school, most girls are less interested in science than boys are.
Myth 2: Classroom interventions that work to increase girls' interest in STEM (science, technology, engineering, math) run the risk of turning off the boys.
Myth 3: Science and math teachers are no longer biased toward their male students.
Myth 4: When girls just aren't interested in science, parents can't do much to motivate them.
Myth 5: At the college level, changing the STEM curriculum runs the risk of watering down important "sink or swim" coursework.

One of the most effective interventions to help young women choose and sustain a STEM educational path and subsequent STEM career is mentoring, according to the NSF. "There are helpful strategies for teachers and families to attract girls to science and keep them engaged in it," says Jolene Kay Jesse, program director. "And, by the way, these strategies are helpful in keeping students of both genders engaged." The program seeks to broaden the participation of girls and women in science, technology, engineering and mathematics education fields by supporting research, research-based innovations and education add-ons that will lead to a larger more diverse domestic science and engineering workforce. Click here for more information on the program.

Choosing More Time for Students: The What, Why & How of Expanded Learning

A crescendo of support from education researchers, analysts, reform advocates, and lawmakers about the need for additional learning time for our nation's under-performing students may well result in the coming months in meaningful reform. In fact, U.S. Secretary of Education Margaret Spellings believes that the expansion of learning time will be the next major push in school reform. The reason: our nation's public school students need to meet the demands and challenges of the 21st century but they simply cannot in public school systems that remain much the same as they were 50 years ago. The shift in educational rigor that globalization has ushered in is pushing policymakers to embrace systemic change in public education, writes Elena Rocha for the Center for American Progress, with particular focus on closing achievement gaps between disadvantaged students and their peers. In rethinking what it will take for our public schools to better serve students who are academically behind, wisdom tell us that a comprehensive approach that encompasses numerous options will provide the best opportunity to support student learning. The expansion of learning time can serve as one effective vehicle to modernize our schools because it allows teachers, principals, community organizations and leaders, and parents to build multiple curriculums to best educate our children to succeed in the 21st century. Expanded learning time turns dissatisfaction with the limitations of the current six-hour, 180-day school year into a proactive strategy that will create a new school structure for children. Click here to read more.

Specific School Features Linked to Elementary Achievement Scores

Three elements of elementary school environments -- strong principal leadership, high academic standards, and frequent teacher meetings to plan instruction -- are associated with higher third grade math and reading scores, according to a new research brief from Child Trends. Schools with a fourth element -- low teacher turnover -- generally have better behaved children. Higher teacher turnover, which can indicate an unstable school, is related to lower rates of student self-control and school engagement among third grade students. Using data from the Early Childhood longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative sample of more than 20,000 children who started kindergarten in fall 1998, researchers found that many children do not experience key elements in their schools that maximize their learning outcomes:  30 percent of all children attend elementary schools that do not have strong principal leadership; just over half of all children are in schools where their teachers meet together regularly to plan sequenced and coordinated instruction; and, 15 percent of children are in schools where teacher turnover is a problem.  The findings show that low-income children are more likely to attend schools with poor learning environments. Children living below 100 percent of the federal poverty line are twice as likely as children with family incomes over 200 percent of the poverty line to attend schools with low academic standards (20 percent versus 10 percent). Similar disparities in teacher turnover are found by children's race/ethnicity. Over 20 percent of black and Hispanic children go to schools where teacher turnover is troubling versus 11 percent of white non-Hispanic students. Click here to read more.