Good news for Chesterfield County Schools. According to a school system report card issued by the Virginia Department of Education, Chesterfield County has shown marked improvement in graduation rates and advanced placement course and dual course enrollment since the 2004-2005 school year.

“If these high school and college students are any indication, we are on the right track,” says Dr. Marcus Newsome, CCPS superintendent. “But there is always Continued from page 1.
room for improvement.”

To help find where improvements are most needed, the Chesterfield School Board held a public engagement session on August 12. Inviting parents, teachers, students, school administrators and members of the business community, the School Board sought out ways to increase rigor, relevance and relationships to benefit students in a steadily shrinking world.

“Our aim is to take the school system further on its journey than just accreditation,” says Dr. Dale Kalkofen, Assistant Superintendent for Instructional Support for CCPS. “We want to stimulate all citizens to invest in public education.”

Citizens were ready to invest their input as approximately 60 people attended the meeting. Split into round table discussion groups, each group was charged with finding solutions to one of 10 questions assigned by the School Board.

Asked how they can address diversity among students and incorporate their different experiences to enhance student engagement, teachers came up with a number of solutions:

·    Have individual high expectations for each student.

·    Introduce new ways to learn and study by offering different opportunities, such as the Tech Center, online classes, and specialty centers.

·    Have teachers work together.

·    Increase parental involvement.

In an effort to increase parental involvement, school officials asked parents what they can do to help motivate students and encourage them to be self-directed learners. They suggested that teachers and administrators – especially at the middle and high school levels – make clear to parents how they can be involved and what needs to be done. They also suggested the implementation of a more active alumni association, giving parents and former students the opportunity to mentor students.

Members of the business community came up with similar ideas, recommending that schools engage speakers from organizations such as the Rotary Club and Red Cross to speak to students about leadership. To balance the needs of all students, they also suggested that there be more opportunities for students to work during their senior year.

As those able to implement specific programs in their respective schools, principals serve as one the most direct liaisons between students and their success after public school. High school principals were asked how they can meet graduation expectations, while elementary and middle school principals were asked what they can do to nurture and challenge students, as well as prepare them for secondary and postsecondary education. Recommended strategies by principals included:

·    Expanding pre-kindergarten programs.

·    Institute more at-risk programs in the lower grades to catch problems at a younger age.

·    Have high schools start later in the morning and institute a longer school year.

·    Incorporate more solo and team projects, and problem-solving assignments to help students connect what they learn to the real world.

·    Increase the sense of community in schools by offering peer support and mentoring, morning meetings with students and increased teacher contact with parents.

·    Institute more writing assignments at the middle school level.

·    Increase the use of technology.

·    Establish communications between teachers at different feeder schools to ensure that all schools are on the same page in preparing students for high school.

·    Institute week-long summer programs for rising sixth- and ninth-graders to ease the transition.

Along with these suggestions, several administrators expressed concern over the emphasis on SOL tests. Many felt that SOLs were counter-intuitive to what they were trying to do, leaving teachers fearful of teaching how they want, and instead, teaching to the test. For them, the SOLs should be treated as a basement rather than a ceiling.

College students and rising seniors shared similar sentiments about SOL testing. Some felt that teachers spent too much time teaching to the test rather than offering more college preparation. They voiced the need for teachers who are more passionate and willing to go more in depth into topics, something that they felt was lacking because of the emphasis on SOLs. When asked what could be done to better prepare students for college or a career, students suggested:

·    Use PowerPoint for class lectures, give students the opportunity to download the presentation beforehand and teach students how to use the program.

·    Diversify teaching strategies and require more oral presentations.

·    Institute a countywide student council.

·    Implement a college and career center at every high school.

·    Offer college preparation courses as workshops and/or elective classes.

·    Have AP classes reserved for those that want to take them and are capable, rather than as the only alternative for an advanced class.

·    Get ESL students more involved in foreign language classes.

·    Institute more classroom activities that encourage creative and critical thinking.

With these suggestions, the School Board will be looking at ways to improve the school system, though they have not yet decided which suggestions, if any, will be implemented, or when. At the moment, no date has been set for the next public engagement forum.

nderatto@villagepublishing.com | 751-0421

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