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Superintendent's Community Advisory Council

 

SCAC Minutes
November 01, 2005

 

Lynn Terhar opened the meeting and called on Jack Dale for updates.

Dale noted that all FCPS schools had been accredited with the exception of one alternative high school.

Dale said the School Board had been discussing a model for Board-staff operations called "Policy Governance." The Board discussed this at two retreats and ultimately decided not to use this model. The Board has since developed mission and vision statements and drafted long-term goals, looking 10-15 years out. These items will now be open for public review and comment. The Board wants to reexamine the ways it interacts with the public, including the status of its advisory committees.

On the issue of changing school start times, a transportation consultant has been working with two Board members who will provide a status report to the Board on the consultant's study. The current transportation system is very efficient and tight, and any substantial change would be more expensive (including need for more buses and drivers). There is also a severe driver shortage, and bus maintenance and parking services are already strained.

The student population this year is down 100-200 students compared to last year. We expect a decline of 1,000-2,000 students over the next ten years.

Terhar introduced discussion of members’ constituencies' responses to previously distributed questions about student achievement (questions). Terhar said she would go around the table to give each member an opportunity to supply comments on each question.

On the first question (balancing instruction), Terhar said she thought FCPS was doing well. She said the federal No Child Left Behind Act (NCLB) should have no impact and that reading should be a priority.

Brenda Greene said the pendulum continues to swing between concentration on specific academics and concern for the "whole child," and she now sees it swinging back toward the whole child.

Dick Reed submitted written comments.

Todd Rowley said that employers are attracted by schools with diverse curriculums.

Andrea Sobel said arts are needed because they help students with academics.

Marilyn Mitchell said that math and science are now the most important subjects and noted that NCLB focuses mostly on Title I schools.

Mary Randolph said that teacher teams integrate the arts into other instruction.

Jeanine Martin said that the GT community believes that all subjects are important. Ellen Oppenheim said that teaming and integration are important for ensuring balance.

Mary Anthony noted that she has never needed to use algebra since she studied it and called for more instruction on personal finances in math classes.

Daraius Unwalla said that schools are balancing instruction as best they can but that subjects not tested by SOL tests may suffer.

Bill Oehrlein noted that science and social studies are not covered by NCLB. Middle and high school principals are worried about NCLB extending to high school and hurting instruction in subjects not covered by NCLB.

Ginger Shea said that Excel schools and some other elementary schools have full-day schedules on Mondays but that other schools are short-changed on instructional time.

Laura Floyd said that schools are too often not focused on the whole child and that nonacademic activities allow kids to shine.

Diane Brody said she had heard that recess has been taken away in some schools and that, when schools look for more space, the art room is the first to be taken over. Creative activities seem to be undervalued.

Elizabeth Freed said she is concerned that balance is considered an issue. She said Bailey's Elementary School for the Arts and Sciences does have an integrated approach.

Brody said she believes that enrichment activities are rarer at Title I schools and at other schools with large percentages of low-income students.

On the second question (achievement gaps), Terhar said that the County Council of PTAs supports dissemination of best practices, staff development, differentiated instruction for at-risk students, outreach to non-English-speaking parents, and the parent advocacy handbook.

Freed spoke in favor of lower class size, more parent involvement, recognition that recent immigrants cannot achieve at the levels of students who have been in the U.S. for several years, and tracking high-mobility students from school to school. She suggested that testing LEP students in their native languages ought to be considered.

Beverly Bendell said there is no incentive for schools with small percentages of alternative learners to focus on those students' achievement.She noted that IDEA (the federal law on students with disabilities) conflicts with NCLB.

Joseph Bury asked if the achievement gap is closing. Dale said it is in some cases.

Brody said that needs for translators and interpreters are challenging.

Floyd noted that Westfield has a publication on minority achievement.

Shea said that the policy of zero credit for work handed in late discriminates against students with disabilities.

Rosemary Lynch said grades should reflect what a student does, not her or his work habits. She said expanding literacy classes is a good idea as is including teachers of special education in schools' professional learning communities. She would like parents to be involved in remediation.

Oehrlein said the answer is child-by-child focus. Language is mostly not an issue, but students' preparedness for and valuing of school are very important.

Unwalla said parental involvement is important.

Anthony said that Sleepy Hollow Elementary School got parents to come to the school by offering programs in how to use computers for adults with child-care provided. The school grouped students at same skill levels for instruction.

Oppenheim said she would like to see statistics on the success of regrouping and early intervention (e.g., Head Start, in-depth language instruction).

Martin said test scores of Black students are low and asked what other school systems do to raise these scores. Dale said relentless focus is the key.

Randolph recommended more after-school programs, flexible grouping, and full-day kindergarten. She said that, overall, students are not as ready for school as in earlier years.

Toby Sorensen recommended more emphasis on writing and more challenging coursework, the College Partnership program, and focus on minority students' grades.

Mitchell cited a data sheet from the state web site and distributed copies. All but one of the schools with the widest gaps in achievement are in the same part of the county. She said the Urban League wants more PTA participation. She would like to have contact information for the presidents of PTAs for schools on her list. She would like to study these schools' success to see if the PTAs make a difference.

Sobel said schools need to consider different kinds of parent involvement from immigrant parents and that more funding is needed for parent liaisons. She said there are different ways of reaching various different immigrant communities.

Reed said there are no excuses for achievement gaps, since some schools are successful at closing them. He recommended Saturday tutoring.

Greene said we need more data on who we are dealing with. Some non-academic needs need to be met first. She recommended the community schools approach.

On questions 3 and 4 (access to advanced programs and international comparisons) Terhar suggested using a "GT approach" for instructing all students. Set the bar high for all. Our schools should compare well with schools in other countries.

Rowley said that middle school parents generally do not know how to get their kids into particular high school programs (e.g., IB).

Anthony said that other countries educate young people to higher levels than the U.S. does.

Unwalla likes school-based GT programs and said parents need a primer for getting their children into higher-level courses in middle and high school.

Lynch called for more articulation within pyramids.

Floyd said schools sometimes do a poor job communicating expectations.

Brody said that kids mature at different rates and that they should have more options.

Freed said that elementary school GT enrichment is not good. She does not want U.S. standards changed to reflect those in other countries.

Greene said we need to open doors when kids are ready, not shut them because kids are not prepared at a particular time.

Reed said each high school should list all AP courses that are available anywhere in the county. All teachers should have IB or AP training, whether they teach these courses or not and should act as if all students are going to college.

Sobel said that Annandale High School is helping immigrant parents get their children into AP classes.

Mitchell said schools in less affluent parts of the county need to communicate to parents the availability and desirability of AP and IB opportunities.

Sorensen recommended increased funding of AVID and math beyond BC Calculus.

Martin said the top five percent of GT students are not getting what they need educationally. She also said that honors programs should not be eliminated.

The meeting was adjourned.