Our committee continues to focus on providing exemplary arts education... children in the Arlington Public School system STATUS REPORT ON THE

Transcription

Status Report / ACI Recommendations from 2004-05
STATUS REPORT ON THE
ARTS EDUCATION
ADVISORY COMMITTEE RECOMMENDATIONS
2004-2005
I. Background
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Our committee continues to focus on providing exemplary arts education to all
children in the Arlington Public School system
We are revisiting some of our previous year’s recommendations, deepening and
strengthening them
As a committee we have developed our recommendations through our collective
experience as practicing artists and teachers
We also have conducted in-depth discussions with APS arts teachers and other
stakeholders, including our Arts Liaisons, who are parent representatives from a
majority of APS schools
Previous recommendation of designating Lead Teachers in the Arts will be
implemented by office of Assistant Superintendent of Instruction upon approval
by the Stipend Committee of job descriptions and relevant compensation
As part of our ongoing Arts Awareness campaign, Arts Education staff is making
a video about the importance of school - based arts programs in the lives of
children and teachers in the APS system.
II. Recommendations
RECOMMENDATION 1:
Continuation of Middle School Arts & Electives Pilot
Rationale
The Kenmore Middle School Arts and Electives pilot program, named ACT Two, has
been successful during its first pilot year. This program offers nine additional arts and
electives classes to Kenmore students during the 2:30 – 4:05 time period on Tuesdays
and Thursdays. Classes are one semester long. During the first semester, 76 students
participated in five ACT Two classes, so far 54 have signed up for second semester’s
four classes. Fifteen students signed up for both semesters [see Attachment A for list of
students/class].
Kenmore administered a ‘customer satisfaction’ survey to participating students, faculty
and parents at the end of January, and is in the process of tabulating results. A more
complete evaluation of the program will be done in late spring.
We request that funding for another year be included in the Superintendent’s budget
recommendations for 2005 – 06, allowing further assessment of this program (to include
evaluation by a committee of Education Center staff, Kenmore staff and parents) and
possible consideration to expand the program to other Middle Schools.
BUDGETARY IMPLICATIONS
a) Support current funding level.
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We recommend that ACT Two continue to be funded at its current level, $56,493
($37,800 currently comes from the School Board and $18,683 comes from Kenmore’s
Focus Program funds). At the current level of funding, this recommendation would have
no budgetary impact on the 2005-06 School Board budget.
ACI VOTE ON RECOMMENDATION 1
for
ACI vote
against
19
abstaining
0
1
b) Support current funding level and provide an additional $12,500 - $18,000 to expand
the program.
Since we have some evidence that Semester I of the ACT Two program at Kenmore
was successful, we would like to propose a second option, that the School Board
provide a larger share of the funding so that Kenmore’s Focus Program monies can be
spent to further enrich and develop the program. The $12,500 -18,000 would be used to
support Beginning Piano, a very popular ACT Two course now funded by Kenmore’s
Focus funds. This course was originally funded by Kenmore because of a stipulation
that School Board funding would be available only for those courses already in the
Middle School Program of Studies. Last spring, Kenmore was told that Beginning Piano
did not qualify for School Board funding under such criteria. With time to research past
practice and to examine the newly developed curriculum for Beginning Piano, it has
become clear that it does, in fact, meet the Program of Studies descriptions for
Beginning Instrumental Music. Kenmore’s Focus monies could then cover the staff cost
of another course, like Chamber Orchestra, which was eliminated from this year’s ACT
Two schedule due to lack of funding.
for
ACI vote
against
17
abstaining
2
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ACI MAJOR INITIATIVES ASSESSMENT RANKING
In its assessment of recommendations costing over $25,000, ACI ranked this proposal
number 3 out of 14.
STAFF RESPONSE TO RECOMMENDATION 1
Middle School Electives Pilot Project Extension
Staff supports the extension of pilot of the Middle School Electives initiative, Act Two at
Kenmore. There was a high degree of response to the survey sent to families prior to
the start of the program. The enrollment exceeded expectations. Anecdotal evidence
tells us students, teachers, and families are pleased with the program.
An in-depth evaluation of the program is planned for the end of this school year. The
decision to continue with the pilot necessarily comes before that evaluation can take
place. However, a decision to continue this program at Kenmore and to expand the
program to other middle schools should be made with the information gathered from a
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full year of implementation. In addition, as students sign up for a second year of Act
Two electives, it will be possible to assess the sustained interest in the program.
For these reasons, staff supports the continuation of the pilot.
STATUS / RECOMMENDATION 1:
At the end of school year 2004-2005, Kenmore evaluated the ACT II pilot. Five ACT II
courses were run during the first semester, and four during the second semester,
serving a total of 113 students. Both students and their parents were asked to complete
a customer satisfaction survey, with the following results:
• 94% of parents ranked the ACT II program as Very Good or Excellent
• 97% of parents ranked the class their child attended as Very Good or Excellent
• 96% of students ranked the ACT II program as Very Good or Excellent
• 81% of students ranked the class they attended as Very Good or Excellent
Kenmore’s evaluation of the program included suggestions for improving methods of
communicating ACT II enrollment information to students and their families. The study
also made suggestions for making the program more cost effective, and how any
increases in funding could be put to good use. A continuing logistical problem is the
tension for students between participating in sports and taking ACT II classes, as sports
seasons do not correspond with semesters or grading periods.
Fewer ACT II courses are being run this year than last year. Given the competition for
resources and scheduling conflicts for students, informed decisions must be made
based on content and enrollment to maximize budgeted Act II funds.
RECOMMENDATION 2:
Requiring Visual or Performing Arts Credit for High School Graduation
Rationale
As a committee, we continue to believe that Arlington Public Schools can do more to
recognize that the arts do comprise a core subject, as stated in The No Child Left
Behind Act of 2001. In Arlington County, arts involvement is easy to find within our
schools as well as outside of them, and some might argue that the majority of our high
school students are already involved in arts courses. But not all students are.
Approximately one-third of high school seniors in Arlington (over 400) will graduate this
June without having taken ONE visual or performing arts course. Currently we have a
Fine or Practical Arts Requirement for graduation from Arlington’s high schools.
Consequently, students not taking visual or performing arts can fulfill the requirement by
taking classes like Fashion Merchandising, Car Care & Maintenance, and Business Law
[see Attachment B for a list of these practical arts courses]. Though practical arts
classes are valuable in and of themselves, they are entirely different from classes in the
visual and fine arts, and should not be considered to fill the same curricular niche.
Courses in the arts help students develop a breadth of knowledge and skills that can be
uniquely integrated into other areas of study. All of our Arlington students should have
the opportunity to experience different ways of seeing, of learning. But scheduling
pressures brought on by standardized testing have combined with lack of awareness on
the part of those advising our students. As a result, this spring over 400 of our children
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will leave the system without having had that opportunity. That is far too many!
Remedying this situation with a high school graduation requirement of at least one
visual or performing arts credit would lead to outcomes that fulfill several of the APS
2005-2011 Strategic Plan Goals:
Goal #1) Raise achievement
Goal #2) Eliminate achievement gaps
A 1999 study from the University of California at Los Angeles showed that high
arts involvement can significantly narrow the achievement gap in reading
between low socioeconomic status students and their more affluent peers. This
same study showed that dropout rates are inversely proportionate to levels of
arts involvement. High arts-involved students of lower socioeconomic status
actually close the drop-out gap (from Champions for Change: the Impact of Arts
on Learning)1 More information on this and other studies treating the importance
of arts in education can be found on the web sites of The Arts Education
Partnership, www.aep-arts.org, and Americans for the Arts, www.artsusa.org.
Links to particular studies can be found at
www.americansforthearts.org/public_awareness/pac_article.asp?id=613
Graphs from American for the Arts illustrating some of these findings can be
found at ww3.artsusa.org/pdf/get_involved/advocacy/research/arts_education.pdf
ww3.artsusa.org/pdf/get_involved/advocacy/research/sat.pdf
This reason for the link between arts and educational achievement is clear. One
principal who transformed his school from a low-performer to one with the
highest reading scores in his district put it succinctly: “The arts are the hook. You
have to give the kids something that they can come to school for.2”
Goal #3) Success after graduation
As we look to the future we need to ensure that our graduates will be prepared
for life after high school. Many employers recognize that the skills acquired by
students of the arts (creativity, persistence, problem-solving and communication
skills, among others) are invaluable in the 21st century workplace. The National
Governor’s Association recognizes the importance of arts education for all:
"...states benefit from enhanced workforce readiness, as a result of having
provided arts education to their students..." Policy actions recommended to
governors include viewing arts education as an element of comprehensive
education.”3
The Arlington Public Schools system is already highly ranked nationally, but we
can do more to ensure that all of our students are prepared for college by
providing them with a comprehensive education that includes the arts. As we
gear up for yet another season of testing, we must guard against de-emphasizing
those subjects where success is not yet measured by standardized test scores.
Let’s learn from other jurisdictions’ mistakes. California, the state that currently
budgets least in the nation per capita for arts funding (even less that Virginia’s 39
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cents per person), eliminated arts in most schools after Proposition 13 passed in
the 1970’s. After twenty-five years, the Department of Education realized that a
major component of learning had been lost when essential arts education was
cut. To address this problem, the Department of Education and the California
PTA lobbied the state legislature to include one year of accredited high school
arts courses as a requirement for admission to a public university in the highly
competitive University of California system.4 Currently, two of our neighboring
states, Tennessee and West Virginia, also require high school arts courses for
admission to their university systems, as do the states of Minnesota, Arizona,
and Missouri. Private colleges and universities, with their emphasis on the wellrounded individual, have long considered the arts an essential component of the
successful applicant’s résumé
Many other states have realized the importance of arts education and have
implemented graduation requirements of at least one high school fine arts or
performing arts course. The state of Maryland now requires a full year of arts
instruction for all students; 14 other states do as well. Utah goes farther and
requires one and a half credits. New Jersey requires two full credits. Oklahoma
has required one unit of visual arts and one unit of music for high school
graduation since 1993. Even the District of Columbia requires half a year of arts
instruction. [see Attachment C for full listing of statewide high school graduation
requirements in the arts]. In addition, many municipalities in other states have
determined that a mandatory visual or performing arts credit performs a valuable
function, as it enriches and deepens their children’s high school experience.
As far as life after college is concerned, the February 2004 issue of The
Harvard Business Review featured an article which reported on the increasing
competitiveness in corporate hiring of M.F.A.s (Masters of Fine Arts) versus
traditional business-school graduates. The author, Daniel H. Pink, writes that “the
demand for artistic aptitude is surging” in the business world because “…(a)n arts
degree is now perhaps the hottest credential in the world of business. Corporate
recruiters have begun visiting the top arts grad schools … in search of talent.5”
Goal #5) Quality of school life
Quite simply, as any arts teacher can tell you, students enjoy participating in the
arts; they enjoy exercising their creativity and expressing themselves in the
classroom! They thrive on the interpersonal bonds that form when they are put in
a non-traditional classroom situation, freed from their academically tracked
identities. Psychologist Howard Gardner writes in The Happy Meeting of Multiple
Intelligences and The Arts that “the compelling reasons for arts education . . .
are. . . that skill and craft gained in the arts help students to understand that they
can improve in other consequential activities and that their heightened skill can
give pleasure to themselves and to others.6”
To sum up our findings, school-based involvement in the arts is shown to:
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improve retention/academic success of low socioeconomic status
students
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close the testing gap
better prepare students for life after high school
lead to improved self-esteem.
It is our job as concerned citizens to reach those students who are less likely or
able to seek out arts options outside of school, due to issues of family
economics, parental awareness, mobility, or other reasons. We hope to find the
best way to get this message across to these students, their parents, and the staff and
teachers of Arlington’s high schools: Arts classes are important, not an expendable
“frill.” We believe that a high school visual or performing arts graduation requirement
would be the best way to ensure that all our students received some arts training during
the course of their post-elementary education.
In order to determine the budgetary implications of this recommendation, several factors
have been examined. Because of the large number of variables, this has been
extremely difficult. We have concluded that we cannot develop a model for a budget
until several questions are answered by those in positions of more authority and
knowledge. For example, which new arts classes would be added at each school? That
would be a decision made by Education Center staff and individual school
management. Would school staff decide to first fill any arts classes not already fully
subscribed? Such action would certainly lessen the ultimate cost. When do we
implement this requirement? The budgetary implications will be different if the School
Board decides to phase it in with next year’s ninth graders or make it apply to next
year’s senior class.
We do estimate cost for additional teaching staff would be minimal, since new students
taking an arts class in the future would be substituting it for a current non-arts elective.
The costs for equipping additional arts instructional spaces (if any) would depend on the
specific classes added. If student selection necessitated an additional vocal music
class, the cost to the system would be low. But if a visual arts or an instrumental music
course needed to be added, the cost, due to additional materials, would be higher. For
example, one kiln costs $1,847, 15 easels cost $828, 30 cameras cost $7,710; one
piano costs $3,385 a set of four timpani costs $7,098, while one clarinet costs $235.
Taking these factors into consideration, we estimate that the final cost for
instructional space redesign could range from $5,000 (for a simple visual arts
space) to $50,000 (for an additional computer graphic design lab).
Since we are unable to submit a budget model that honestly reflects what a visual or
performing arts credit requirement might actually cost, the Arts Education Committee
respectfully requests that you consider this recommendation in accordance with
subpoint 3 under “Preliminary Procedures” in the new Major Initiatives Assessment
ground rules, which states: “ACI will continue to vote up or down on the merits of every
recommendation whether or not there is a dollar value attached to it.”
ACI VOTE ON RECOMMENDATION 2:
for
ACI vote
against
7
abstaining
9
6
5
number 11 out of 14.
STAFF RESPONSE TO RECOMMENDATION 2:
Fine Arts Graduation Credit
The Advisory Council on Instruction did not support this recommendation. The Arts
Education Advisory Committee has appropriately noted that throughout the federal
NCLB legislation the Visual and Performing Arts are included as core subjects, yet
Arlington does not require a Visual or Performing Arts credit for graduation.
Staff acknowledges the advocacy of each of the ACI advisory committees who seek to
ensure that students benefit from experiences in the disciplines the committees
represent. Advisory committees representing elective areas feel keenly the loss when a
student elects a course in a different discipline that precludes his/her participation in the
advisory committee's discipline. These tensions continue as the Arlington Public
Schools endeavors to offer a choice of rich and rigorous elective courses.
Staff suggests that research might provide us a better understanding about why the
students do not choose a visual or performing arts elective.
The Committee is working on a variety of models that will show how a one-credit arts
course can fit into a student’s four-year course of study. The Committee is exploring
how this possibility might work in conjunction with the Career Pathways idea.
III. Committee Members
2004-2005 ACI ARTS EDUCATION ADVISORY COMMITTEE
Catherine Aselford, Barbara Hollinshead,
Emily Shepardson, Jennifer Eubank
Ann Timmons, Chair
Staff Liaisons:
Carol Erion, Supervisor, Arts Education
Pam Farrell, Arts Education Specialist
IV. Appendix
Both of these recommendations have been brought to the ACI before, in 2003.
Votes were:
Recommendation 1: Middle School Pilot program
2 for; 7 against; 8 abstaining
Recommendation 2: High school arts graduation requirement
5 for; 7 against; 3 abstaining
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Attachment A
Kenmore Middle School’s ACT Two Arts and Elective Pilot Program
Enrollment, 2004-05
CLASS
STUDENTS ENROLLED
First semester classes:
Theatre Production
Future Cities
Computer Solutions
Open Studio Art
Beginning Piano
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9
14
14
10
Second semester classes (as of 1/18/05):
Open Studio Art
Beginning Piano
Technology Education
Family and Consumer Science
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9
15
17
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Attachment B
The State of Virginia requires one Fine or Practical Arts credit for graduation.
These courses meet the definition of Practical Arts:
Introduction to Business and Marketing
Computer Keyboarding I and II
Business Computer Applications I and II
Visual Basic Programming
Desktop Publishing
Electronic Commerce
Introduction to Information Technology (S)
and (F)
Office Technology I and II
Database Management and
Administration I and II
Business Law
Accounting Principles
Personal Finance/Money Management
Personal Computing I and II
Computer Science I and II
Computer Science Advanced Placement
Computer Information Systems C++
Programming
Computer Information Systems Advanced
Topics
Computer Information Systems Web Page
and Design
Computer Network Hardware Operations I
Computer Network Administration
Computer Network Hardware
Operations II
International Trade and Marketing
Marketing
Marketing Management
Fashion Merchandising I and II
Education for Employment
Career and Technical Educational
Program for Students with limited English
Proficiency
Banking, Finance, and Investments
Marketing (Classroom-on-the-Mall)
Hospitality Management Services
IB Business and Management
IB Computer Science
Explorations of Early Childhood Education
Early Childhood Education I and II
Life Planning
Family Management
Independent and Family Living
Living Skills
Food Management I and II
Interior and Fashion Design
Child Development and Parenting I and II
Nutrition and Wellness I and II
Small Engine Repair
Automotive Technology
Car Care and Maintenance
At the Career Center: any vocational course that awards one or more credits
In addition, students can appeal for exceptions for other courses to meet the requirement.
Recent exceptions include: Newspaper. Literary Magazine, Yearbook
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Attachment C
Arts Requirement for High School Graduation, by State
No credit:
AK, CO, DE, GA, ID, IA, IL, LA, MA, MI, NC***, ND, NE,
NM, SC, WI
Half credit:
AL, AR, DC, NH
One credit:
FL**, IN*, KS, KY, MD, ME, MN, MO, MS, MT, NY, NV, OH,
SD, TN*, TX*, VT, WV
One credit:
AZ, CA, CT, FL, OR, VA
(includes practical arts or language)
1 ½ credits
UT
Two credits:
NJ, OK
Two credits:
HI, PA
(includes practical arts or language)
“Proficiency in the arts”
required for graduation:
*
**
***
RI, WY
required for Honors Diploma
has an alternative requirement of half fine arts/half practical a rt
four credits required for Advanced Diploma
From the Art Education Partnership website (www.aep-arts.org)
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END NOTES
1. Fiske, Edward B., editor, Champions of Change: The Impact of the Arts on Learning,
President’s Committee on the Arts and Humanities, 1999
2. von Zastrow, Claus, “ Academic Atrophy,” Council for Basic Education , March 2004
3. National Governor's Association, Washington DC, Press Release, May 3, 2002
announcing the publication of Issue Brief “The Impact of Arts Education on
Workforce Preparation,” May 1, 2002, by Economic and Technology Policy Studies,
Washington, D.C.
4. Asimov, Annette and Hamlin, Jesse, “Arts in Classes Rise from the Ashes,” San
Francisco Chronicle, May 13, 2002
5. Pink, Daniel H., “The M.F.A. is the New M.B.A” in “Breakthrough Ideas for 2004: The
HBR list,” Harvard Business Review, February 1, 2004.
6. Gardner, Howard, “The Happy Meeting of Multiple Intelligences and The Arts,”
Harvard Education Letter, 15/6, 1999
*****
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CAREER, TECHNICAL, AND ADULT EDUCATION
2004-2005
Background
The Career, Technical, and Adult Education (CTAE) Advisory Committee assists the
Office of Career, Technical, and Adult Education in reviewing and recommending
improvements to e xisting programs and supporting the development of new course
offerings in related areas to e nhance the instructional program of Arlington Public
Schools.
The Office of Career, Technical, and Adult Education works within the Department of
Instruction of the Arlington Public Schools to provide programs of instruction in career
and technical education to over 7,200 K-12 students. The office also provides lifelong
learning opportunities for adults of all ages in the Arlington community, with over 15,000
registrations per year.
The committee would like to highlight the following:
The CTAE Advisory Committee has been working with Northern Virginia Community
College to begin offering dual enrollment opportunities to high school students. The
purpose of dual e nrollment is to allow high school students to take college-level courses
and receive both college credit and high school credit toward graduation. This is in
response to the Governor’s Education for a Lifetime Initiative, and can follow the
“Virginia Plan for Dual Enrollment Between Virginia Public Schools and Community
Colleges” established by the Commonwealth’s Secretary of Education, the
Superintendent of Public Instruction, and the VCCS Chancellor in September, 1988. A
Memorandum of Understanding is under negotiation with Northern Virginia Community
College.
The CTAE Advisory Committee has discussed the establishment of a permanent
Employer Outreach Task Force of Arlington Public Schools and area employers to
increase the engagement of employers and enhance students’ opportunities for
developing job skills and actual emplo yment experiences. The CTAE Advisory
Committee believes the establishment of an Employer Outreach Task Force will
strengthen collaborations between employers and education and help promote, monitor,
and support college and work readiness for all students.
The CTAE Advisory Committee believes that customer satisfaction surveys of APS
graduates will provide invaluable feedback to help us measure our successes and make
continuous improvements where they are needed. Keeping in touch with our graduates
five times during a five year period will demonstrate to them that we feel their feedback
is important. APS has contracted with a company that will provide the following:
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a Senior Exit Survey (APS selects survey questions) to obtain immediate feedback
from seniors prior to graduation; survey data is compiled, and we receive a
personalized compilation report and all original surveys;
an alumni update letter on school letterhead is sent to graduates 12-24 months after
graduation;
an alumni update letter with an Initial Graduate Survey (APS selects survey
questions) is typically mailed 18 months after graduation to obtain feedback
regarding the education they received in Arlington as well as important issues
related to the education we provided; the company will attempt to contact each
graduate who does not respond by mail via telephone; survey data is compiled and
we receive a personalized compilation report and all original surveys;
a third alumni update letter on school letterhead is sent 30-36 months after
graduation;
a fourth alumni update letter on school letterhead is sent 42-48 months after
graduation;
a fifth alumni update letter and Advanced Graduate Survey (APS selects survey
questions) is typically mailed five years after graduation, that identifies their present
status and obtains concluding feedback regarding issues of importance to APS; the
company will attempt to contact each graduate who does not respond by mail via
telephone; survey data is compiled and we receive a personalized compilation report
and all original surveys.
RECOMMENDATION 1
We believe that all graduates should possess skills to manage personal finances and to
make sound financial decisions, as outlined in Standard 1, “Standards of Quality,” Code
of Virginia, July 1, 2004.
1 (a) We recommend that APS review the entire K-12 curriculum to determine
methods to integrate finance as an integral component of the K-12 curriculum so
that all APS students are financially literate and prepared to make informed
financial decisions for financial success after high school graduation.
1(b)
We recommend that the Personal Finance and Money Management course be a
requirement for all high school students.
Rationale
The statistical data obtained from assessments and surveys done by several national
finance commissions and organizations, literature reviews, and a survey of APS
curriculum supervisors show that graduates are leaving school with little or no formal
financial education. The committee heard from the vice chairman of the
Arlington/Alexandria Workforce Investment Board (WIB) and chair of WIB’s Youth
Committee the request for a structured curriculum with recommended areas of
emphasis.
A Personal Finance/Money Management course has been approved as a one-semester
elective within the Business and Information Technology program in the 2005-2006
Program of Studies. This course covers information that will allow students to be
financially literate and knowledgeable about personal financial planning and money
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management. The course covers all the major areas in financial planning: investment
planning, stock market, annuities, return on investments, retirement and estate
planning, consumer credit and money management, budgeting, financial statements,
insurance and risk management, home ownership, planning for a college education,
payroll taxes, consumer protection laws, and financial responsibilities. Students will
prepare financial portfolios, discover career choices in finance, learn ways to maximize
earnings potential, and develop strategies for managing financial investing. Students
will practice and apply skills to begin a lifelong journey on personal financial planning.
This recommendation addresses APS’ priorities of rising student achievement and
providing a rich and rigorous curriculum, and Goal 3 of the draft 2005-2011 Strategic
Plan.
BUDGET IMPLICATIONS
Use existing staff and staff development funds to review appropriate curriculum and
$20,000 for curriculum review and development by curriculum supervisors and
teachers.
ACI VOTE – RECOMMENDATION 1 (A)
We recommend that APS review the entire K-12 curriculum to determine methods to
integrate finance as an integral component of the K-12 curriculum so that all APS
students are financially literate and prepared to make informed financial decisions for
financial success after high school graduation.
ACI Vote
Yes – 9
No – 0
Abstain - 0
In its assessment of recommendations costing over $25,000, ACI did not rank this
proposal because its budget fell below that amount.
STAFF RESPONSE / RECOMMENDATION 1A:
Staff supports this recommendation. Integrating personal finance and money
management topics into the existing K-12 curriculum would ensure that students learn
about finance at an early age, and continue to learn, apply, and reinforce their
knowledge and skills throughout their education.
This recommendation supports Goal 3, “Prepare each graduate to make choices and
experience success in postsecondary education, work, or other pursuits,” in the draft
2005-2011 Strategic Plan. Staff will examine methods to integrate personal finance into
appropriate courses.
STATUS / RECOMMENDATION 1(A):
The Business & Information Technology program began offering a Personal
Finance/Money Management course at Washington Lee and Yorktown high schools this
year. There are currently 66 students enrolled in the course. Partnerships are
continuously being developed with the Arlington Federal Credit, the Virginia Cooperative
Extension, E Trade Bank, Banking on Our Future Program, and Junior Achievement to
provide professional development for teachers, and to work with the business
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community in getting financial specialists and volunteers to assist schools with there
finance education initiatives.
The Business & Information Technology department is using the National Endowment
for Financial Education (NEFE) Finance curriculum and the Federal Deposit Insurance
Corporation (FDIC) Money Smart program, the National Council for Economic
Education (NCEE) curriculum, and the JumpStart Coalition Clearinghouse as
supplementary finance resource materials.
Business and Information Technology teachers participated in the “Learning, Earning
and Investing” professional development for teachers sponsored by Virginia
Commonwealth University’s Center for Economic Education. Preparations are
underway by Business & Information Technology to provide a professional development
symposium “Integrating Finance within the K-12 Curriculum,” sponsored by the
Arlington Credit Union and the Virginia Cooperative Extension. The major focus of the
symposium is to share with Arlington Public School staff the research on the need for
financial education, to learn about available resources, and how to integrate finance into
Arlington’s current curriculum. Business & Information Technology staff will work
collaboratively with other curriculum areas to identify potential linkages to existing
curriculum.
ACI VOTE – RECOMMENDATION 1 (B)
We recommend that the Personal Finance and Money Management course be a
requirement for all high school students.
ACI Vote
Yes – 4
No – 4
Abstain - 1
proposal because it’s budget fell below that amount.
STAFF RESPONSE / RECOMMENDATION 1 (B)
Staff understands and agrees with the rationale for this recommendation. Making
personal finance and money management a requirement for all high school students
would better ensure that all students graduate with the knowledge and skills to manage
personal finances and to make sound financial decisions. However, in order to make
such a requirement, staff would need to consider electives and other courses that such
a course would supplant.
Given the alarming statistics on the numbers of young adults whose lives are negatively
impacted by bad financial decisions and transactions, Arlington Public Schools needs to
make personal finance and money management a top priority. Staff will continue to
explore how best to provide students with the knowledge and understanding such a
course would offer. Note that Personal Finance/Management will be offered as an
elective beginning in fall 2005. Staff will monitor enrollment in this course.
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STATUS / RECOMMENDATION 1 (B)
On October 17, 2005, the Curriculum Supervisor for Business and Information
Technology participated in a finance summit held at the Federal Reserve Bank in
Richmond. The summit was developed by Virginia’s JumpStart Coalition and
sponsored by Capital One and Citigroup. The Virginia JumpStart Coalition is a
nonprofit, volunteer-driven organization representing more than 50 individuals and
organizations in business, government, association/nonprofit and education who have
joined together to improve the financial literacy of Virginians. More than 200 of Virginia’s
leaders in business, nonprofit, government and education came together in a landmark
event, called the Virginia Financial Literacy Summit, to hear financial literacy issues
facing the Commonwealth, discuss possible solutions and learn about available
resources. Many special speakers attended the event to support Virginia JumpStart's
efforts, including: Congressman Eric Cantor (R-Richmond); U.S. Treasury Deputy
Assistant Secretary for Financial Education Dan Iannicola, Jr.; Virginia Treasurer Jody
Wagner; Virginia Superintendent of Public Instruction Dr. Jo Lynne DeMary; Virginia
Senator Russ Potts (R-Winchester); and Executive Director of the national JumpStart
Coalition Laura Levine.
State legislation has been passed (Chapter 741, An Act to amend the Code of Virginia
by adding sections numbered 22.1-200.03 and 23-9.2:3.5 and to repeal §22.1-200.02
and 22.1-208.2:3 of the Code of Virginia, relating to economics education and financial
literacy in the public schools and institutions of higher education) that would require
finance education beginning July, 2006. (http://leg1.state.va.us/cgibin/legp504.exe?000+cod+22.1-200.03))
RECOMMENDATION 2
The CTAE Advisory Committee recommends that APS begin systemwide development
of Career Pathways and Career Clusters to make curriculum and instruction more
relevant and meaningful to students in terms of making the connection to their career
and postsecondary pursuits.
Rationale
The U.S. Department of Education’s approved definition: “A Career Pathway is a
coherent, articulated sequence of rigorous academic and career/technical courses,
commencing in the ninth grade and leading to an associate degree, baccalaureate
degree and beyond, an industry recognized certificate, and/or licensure. The Career
Pathway is developed, implemented, and maintained in partnership among secondary
and postsecondary education, business, and e mployers. Career Pathways are
available to all students, including adult learners, and lead to rewarding careers.”
At the national level, there is increasing talk about Career Pathways, and some believe
the term “Tech Prep” will slowly fade away and the new terminology will focus around
Career Pathways. 1 The Arlington Career Center has identified five career clusters for
courses offered there. They are: Arts and Media Communications; Business,
Management, Marketing & Technical Systems; Industrial and Engineering Technology;
1
Minutes, State Tech Prep Directors Meeting, December 15, 2004, Richmond, Virginia.
16
Health and Biosciences; and Human Services. Some key elements that need to be
included in Career Pathways are: structured curriculums, strong postsecondary
components of the 4+2, 4+2+2, and 4+4 models, students meeting strong academic
standards as measured by statewide assessments, students receiving advanced
standing in college, more dual enrollment and less articulation, and fewer students
needing remedial college English and math.
providing a rich and rigorous curriculum, and Goals 1, 2, and 3 of the draft 2006-2011
Strategic Plan.
BUDGET IMPLICATIONS
Use existing funding sources such as staff development, administrative retreats,
materials and supplies, contractual services, grants, etc. for development during the first
year. A public relations budget would need to be developed for the second year to
promote community awareness of the program.
ACI VOTE – RECOMMENDATION 2
The CTAE Advisory Committee recommends that APS begin systemwide development
of Career Pathways and Career Clusters to make curriculum and instruction more
relevant and meaningful to students in terms of making the connection to their career
and postsecondary pursuits.
ACI Vote
Yes – 8
No – 0
Abstain - 0
STAFF RESPONSE / RECOMMENDATION 2
Staff supports this recommendation. The desired outcomes are student achievement
and ultimate success in a career(s) of choice. Meeting the career-related needs of
students calls for alignment with academic and career opportunities in authentic work.
Career Pathways provide a useful framework to aid both students and educators in
making those meaningful connections from academic knowledge to academic
application to real world practical experiences.
providing a rich and rigorous curriculum, and Goals 1, 2, 3, and 4 of the draft 2006-2011
Strategic Plan.
STATUS / RECOMMENDATION 2
The CTAE Advisory Committee was pleased to see this included in the School Board’s
2005-2011 Strategic Plan under Goal 3 – Responsive Education.
A systemwide initial planning committee has met to lay the groundwork for a larger
committee to study the implementation of career pathways in Arlington during spring
2006. This committee met twice to set the initial guidance for the School Board’s Goal 3
17
objective, developing career pathways for Arlington Public Schools. The committee met
on December 16 and again on January 6.
John Williams, a consultant on Career Pathways from Michigan, has been retained by
APS to assist us as we work through this process.
RECOMMENDATION 3
Each high school should provide course offerings for students to participate in
Introduction to Engineering, Aerospace Science, and CAD. These courses lead to
capstone courses at the Arlington Career Center.
III.
Rationale
The CTAE Advisory Committee continues to seek opportunities for Arlington County
students to participate in Technology Education courses at the individual high schools.
At present, there are programs at all of the middle schools and at the Arlington Career
Center. Only one high school offers Technology Education courses. Rising middle
school students interested in continuing their middle school experiences in Technology
Education classes must wait until their sophomore, junior, or senior year to take
introductory level Technology Education courses. Students interested in engineering
and architecture may not experience these classes at all. Historically, over 10 percent of
our graduates report majoring in these majors six to nine months after graduation.
Over 50 percent of engineering students entering college drop out of the program
before they graduate. Students participating in engineering and CAD courses in high
school are better prepared for the engineering courses in college and are more likely to
succeed. This career awareness is an important part of a student’s high school
experience.
The Project Lead the Way® courses provide students an opportunity to experience
engineering classes while they are in high school to determine their interest level.
Students would be able to take these classes earlier in their high school career and take
the capstone courses at the Arlington Career Center as juniors and seniors. This would
provide a career pathway that would lead to successful college and postgraduate work.
providing a rich and rigorous curriculum, and priority 3 of the draft 2006-2011 Strategic
Plan.
BUDGET IMPLICATIONS
This recommendation would require a partial staff member at each high school during
implementation (estimated total of $66,780) and one additional Technology Education
staff member per high school when fully implemented ($133,560). The first year would
need to be subsidized and additional years would come from the high school’s teacher
allocation. (Note: Funds needed for a mini-lab can come from the Federal Perkins
Grant.)
18
Each high school should provide course offerings for students to participate in
Introduction to Engineering, Aerospace Science, and CAD. These courses lead to
capstone courses at the Arlington Career Center.
ACI Vote
Yes – 9
No – 0
Abstain - 0
number 4 out of 14.
Staff supports this recommendation. Any student who is enrolled in algebra or a college
preparatory math course is eligible to enroll in the Project Lead the Way® preengineering program of study, provided it is there for them to enroll in. Students who
have an interest in science and math should be encouraged to consider the program as
a means of career exploration. Those who find the engineering program of interest can
complete all five courses in the sequence to become fully prepared for a two- or fouryear college program in engineering or engineering technology. Others will find out in
high school that engineering is not for them and will have time to prepare for another
career path before entering college. Our last three graduate follow-up surveys, which
were conducted six to nine months after graduation, had 10 percent of graduates
enrolled in engineering. Before adding such courses at the high schools, staff will need
to assess facilities and potential impact on enrollment in other electives.
providing a rich and rigorous curriculum, and Goals 1, 2, 3, and 4 of the draft 2005-2011
Strategic Plan.
The Program of Studies has been changed to provide students at Wakefield and
Washington-Lee High Schools the opportunity to take the Engineering Design course at
the school beginning in fall 2006. This course is the first course of the Project Lead the
Way sequence. Staff is in the process of setting up the course at the individual high
schools, promoting the course, and compiling an equipment list needed to run the
course.
RECOMMENDATION 4
The CTAE Advisory Committee recommends that the School Board make a
philosophical and financial commitment to sustaining the valuable family literacy
programs developed by the Arlington Education and Employment Program (REEP) and
Family and Consumer Sciences (FACS) after grant funding has run its course.
Rationale
Family literacy programs benefit children, parents, the family unit, and the larger society.
Substantial research compiled by the Ohio Literacy Resource Center at Kent State
University (see Attachment 1) shows that children benefit academically when their
parents participate in adult education programs. A few examples cited in this research
include: children’s achievement improves, children attend school more regularly and are
19
more likely to complete their education, and children’s overall reading achievement
improves.
This recommendation addresses APS’ priorities of Rising Achievement for all Students
and Eliminating the Achievement Gap.
BUDGET IMPLICATIONS
In an effort to better serve the needs of Limited English Proficient (LEP) parents within
Arlington Public Schools, REEP and FACS have developed successful family literacy
programs. This has been accomplished through grant funding. In REEP’s case, the
English Language (EL) Civics funding initiative that supports 400 class slots for APS
parents as well as Child Enrichment, Family Technology Camps, and Parent
Workshops ends in June 2005. For FACS, the Even Start Family Literacy grant is a
declining grant with the expectation that the locality assume a greater share of the
program cost.
To fund the Family Literacy Program at the current level, REEP requests $141,000
annually. This amount would fund adult services currently offered through our EL Civics
Grant.
To fund the Even Start Family Literacy Program, FACS requests $85,000 for 2006-07
and an additional $150,000 annually when grant funding ends in June 2008.
The CTAE Advisory Committee recommends that the School Board make a
philosophical and financial commitment to sustaining the valuable family literacy
programs developed by the Arlington Education and Employment Program (REEP) and
Family and Consumer Sciences (FACS) after grant funding has run its course.
ACI Vote
Yes – 8
No – 0
Abstain - 1
number 2 out of 14.
Staff supports the recommendation that the School Board make a philosophical and
financial commitment to sustaining the valuable family literacy programs developed by
the Arlington Education and Employment Program (REEP) and Family and Consumer
Sciences (FACS) after grant funding has run its course. A financial commitment to the
operating budgets for adult and family literacy programming is not unprecedented in
Northern Virginia. The School Boards in Fairfax, Prince William, and Loudoun Counties
as well as Falls Church City have a history of supporting the adult ESL operating
budgets in those localities. Staff will submit a budget request as part of the
development of the Superintendent’s FY 2007 Proposed Budget.
20
Three FY07 Budget Requests were submitted in October 2005. The first proposal
requests School Board funding to support APS parent education at REEP intensive
locations through scholarship and reduced tuition classes. The second proposal
requests School Board funding to provide Child Enrichment Programs in conjunction
with the REEP Family Literacy Programs at Randolph and Carlin Springs Elementary
Schools. The third proposal requests School Board funding for one early childhood aide
position for the Even Start Family Literacy Program located at Barcroft Elementary
School.
*****
IV.
COMMITTEE MEMBERS
John Giancola (Chair), Dean of Academics, DeVry University
Kent Banks, Student
Phil Caughran (Ex Officio), ACI Liaison
Laura Chavez, Student
Michele A. Coffman (Ex Officio), Administrative Officer, Tech Prep, Northern Virginia
Community College
Peter Gallagher, President, devIS Development InfoStructure
Judy Hadden, Scholarship Program Director, Arlington Community Foundation
Charles Harris, Associate Dean, Education & Human Services, Marymount University
Terry Holtzheimer, Director, Office of Business Investment, Arlington Economic
Development
David Hunn, Executive Director, Northern Virginia Workforce Investment Board
Susan M. Johnson, Manager, Certification and Certification Programs, National Rural
Electric Cooperative Association
Peter Joyce, Manager, Workforce Development, Cisco Systems, Inc.
Brian M. Koide, Attorney at Law, Godward, LLP
Polly Liss, Community Volunteer
Kathy Meyer, President, KAM Associates
Jeff Moore, President/CEO, ACT College
Yvonne Worrell Pover, Skardon Pover Visual & Marketing Communications
Dorothy Rogers, Adult Education Student
Yaminah Shabazz, Employment Services Supervisor, Arlington Employment Center
Tom Smolinski (Ex Officio), Retired Career Center Director
John T. Sprott (Vice Chair), President, Arlington Learning in Retirement Institute
William Sullivan (Ex Officio), Retired Career Center Director
Michael R. Morton (Staff Liaison), Director, Career, Technical, and Adult Education
21
Attachment 1
22
CHILDREN BENEFIT
FROM FAMILY LITERACY PROGRAMS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Children’s achievement in school improves (1, 6, 17, 20, 33, 34, 37, 38, 43, 65, 66,
82, 83, 84, 90, 91). One review of 53 studies showed, beyond dispute, that student
achievement results from increased parent involvement in education (33).
Children attend school more regularly and are more likely to complete their
educations (17, 37, 47, 51, 60, 61, 65, 88). This has been a persistent finding for
more than 30 years.
Children’s general knowledge, including that measured by intelligence tests,
improves (6, 34, 48, 65, 66, 79). One major research review found that the learning
environment in the home accounts for more than half the variance in children’s IQ
scores (48).
Children’s oral language development accelerates (13, 44, 65, 75, 80, 83, 87).
Reading aloud to children is the single most effective parent practice for enhancing
language and literacy development (30).
Children become more ready to attend school (3, 44, 78, 85, 90).
Children’s overall reading achievement improves (8, 9, 18, 19, 21, 23, 24, 34, 35, 43,
45, 50, 60, 62, 75). One study of more than 38,000 children found a relationship
between literate home environments and reading achievement (24).
Children’s reading vocabulary improves (9, 13, 75, 79, 87). Even Start children, for
example, gain at double the expected rate on a standardized vocabulary measure
(79).
Children’s phonemic awareness and decoding ability improves (10, 29, 65, 68). They
become more able to recognize unknown words in print.
Children’s comprehension improves (8, 29, 44, 65, 89). These separate factors—
vocabulary, decoding, and comprehension—combine to support overall achievement
in reading.
Children’s writing improves (9, 21, 31, 75, 86, 87).
Children’s math (21, 60) and science (63) achievement improve. Gains in these 3
areas—writing, math, and science—are particularly impressive because so few
family literacy programs address these subjects.
Children’s social skills, self-esteem, and attitudes toward school improve (5, 8, 26,
36, 45, 50, 60, 92). All these have the potential to support children throughout their
lives.
Children are healthier (28, 36, 74). Aside from its general importance, good health is
related to higher achievement in school.
ESL children and their parents learn English (8, 18, 39, 41, 69).
Children’s understanding of print (forms and functions) grows (68).
Children’s motivation to read increases (8).
23
PARENTS BENEFIT
•
•
•
•
•
•
•
•
Parents persist in family literacy programs longer than in other types of adult literacy
programs. Those who persist have more opportunity to learn (2, 4, 30, 32, 36, 52,
54, 56, 58, 59, 64, 65, 66, 72, 88, 93).
Parents’ attitudes about education improve; the value they perceive in education
increases (2, 9, 23, 54, 59, 66, 79, 84).
Parents’ reading achievement increases (21, 30, 41, 44, 56, 64, 66, 71, 78, 85, 90,
92, 93). This finding, which is one of the most persistent in the research, also applies
to English for Speakers of Other Languages (ESOL) parents (8, 18, 39, 41, 69).
Parents’ writing ability improves (21, 30, 50, 65, 71, 78, 85, 90).
Parents’ math (21, 65, 71, 78, 85, 90) and science (63) knowledge increases. This is
especially true when family literacy programs include focus on these areas.
Parents’ knowledge about parenting options and child development increases (30,
41, 44, 65, 66, 85, 93). For example, parents in one project became more confident
about their abilities to foster their children’s positive development (93).
Parents’ social awareness and self-advocacy increases (9, 55, 73).
Parents enhance their employment status or job satisfaction (7, 36, 59, 65, 77, 79,
90). Several large-scale studies, including the national Even Start evaluation, have
shown this to be the case.
FAMILIES BENEFIT
•
•
•
•
•
Families learn to value education (1, 5, 18, 26, 36, 38, 57, 59, 65, 67). This finding
has emerged from studies of children, parents, and families.
Families become more involved in schools (1, 19, 23, 33, 60, 65, 67). Family
involvement in schools leads to better achievement for children (33).
Families become emotionally closer (1, 5, 25, 30, 36, 44, 49, 50, 53, 63), which
creates a more supportive home environment (9).
Families read more and engage in more literate behaviors at home (8, 25, 26, 27,
36, 40, 41, 52, 63, 64, 65, 88).
Families build foundations for lifelong learning (12, 70).
24
SOCIETY BENEFITS
Parents persist in family literacy programs, and persistence leads to literacy
achievement, which in turn can influence broader economic and social issues. In
particular, family literacy programs positively affect (or have the potential to affect)
several major social problems:
•
•
•
•
•
•
Nutrition and health problems (20, 28, 49, 81, 84).
Low school achievement and high school dropout rates (7, 30, 59).
Teen parenting (7, 46, 59, 81).
Joblessness and welfare dependency (7, 20, 22, 59, 65, 77, 81).
Social alienation (1, 18, 54, 67, 81).
Home and community violence (81).
Family literacy programs do work, and their benefits are widespread and significant.
The existing body of research points to the enormous potential of high quality family
literacy programs to influence the lives of parents and children positively through family
support and education.
Family Literacy Resource Information
Ohio Literacy Resource Center
http://literacy.kent.edu
EUREKA! Database Resource
http://literacy.kent.edu/eureka/
Family Literacy Resource Notebook
http://literacy.kent.edu/Oasis/famlitnotebook
OLRC publications
http://literacy.kent.edu/Oasis/Pubs/pubs.html
LINCS Special Collections: Family Literacy www.nifl.gov/lincs/collections/collections.html
(also links from OLRC site)
ODE Center for Students,
Families and Communities
www.ode.state.oh.us/students-families-communities/
Research 1 – 1100 Summit St., Kent State University, P.O. Box 5190, Kent, OH 44242
Phone: 800-765-2897 Email : olrc@literacy.kent.edu
25
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29
EARLY CHILDHOOD
2004-2005
The Early Childhood Education Advisory Committee (ECAC) forwards the
following report with recommendations to the Advisory Council on Instruction (ACI) and
the Arlington County School Board. The Committee Chair wishes to thank ECAC
members for volunteering many hours of work on the completion of this report.
Committee Members
ECAC is composed of Phil Dolliff (Chair), Barbara Kanninen (Vice Chair),
Sally Baird, Debbie Grant, Julie Luncher, Michelle Presson, Ellen Hemstreet,
Anne Killea, Laura Ragins, Wendy Ratclife, and Monica Hirschberg. All but one
of the members are parents with children in APS Montessori preschool and/or
APS elementary schools. One parent has children in private preschool. Several
members are current or former teachers or have worked in social services.
The committee would like to thank the Arlington Public Schools (APS) staff
(especially Sandy Lochhead, our staff liaison) who provided invaluable input,
feedback, and guidance in the report’s development. Ms. Lochhead has also
been enormously helpful in scheduling speakers and keeping us up-to-date on
changes in budgets, staffing, and curriculum, and the early childhood program.
The committee would note that we are deeply impressed at the outstanding
quality of APS staff whose mastery of their areas greatly contributes to the
superb quality of Arlington Public Schools.
Committee Work
The Early Childhood Advisory Committee provides input to the ACI, the
APS staff, and the School Board regarding programs for children in preschool
through second grade. The addition of several new members to the Committee
in 2002-03 broadened our understanding of issues involving the APS early
childhood programs.
Since our last report with recommendations (March, 2003), we have
worked closely with our APS staff liaison (Sandy Lochhead) to gather information
on issues of importance to committee members. During the 2002-03 school
year, we focused much attention on the effort to modify the Elementary
Instructional Day (EID) and sent a letter to the EID committee expressing our
views on how to advance the interests of early childhood education therein. We
also researched several aspects of communication between schools and parents
as well as No Child Left Behind (NCLB).
Originally, we had planned to make a recommendation on No Child Left
Behind but ACI reaction to our draft recommendation was not positive and we
30
decided instead to continue researching this issue to see if we could make an
improved recommendation in the future.
Recommendations
The Early Childhood Advisory Committee offers 3 recommendations.
Note that in two of the cases, the committee has chosen to modify the
recommendations based on the reaction we received from ACI, which has not
had time to review the revised recommendations:
RECOMMENDATION 1: APS should require teachers preschool to Grade
2 to provide parents with a monthly assessment of how their child is
progressing. The assessment should cover social, behavioral and
academic progress and could rely on a checklist with space for written
comments.
for
ACI vote
against
8
abstaining
8
1
Taking into consideration the ACI concerns that we limit the burden on
teachers the committee recommends a revised version of this
recommendation:
Revised recommendation: APS should require teachers to provide
parents of early childhood children with additional periodic information on
how their child is progressing. The teacher would have flexibility on how
to provide this information.
Over the past two years we have researched this topic gathering information
about current home-school communication in Arlington. Currently APS’ requires
two parent-teacher conferences and four quarterly report cards (Kindergartners
only get two). Through discussions at our meetings and research about practices
across the county, it became evident that Arlington County schools vary widely in
their efforts to disseminate additional information to parents regarding their
children’s progress. Many parents feel they do not have a clear picture of their
children’s progress – especially in the long periods between the two report cards
provided in kindergarten – and this hinders the development of a partnership
between teachers and parents.
Academic research finds that good home-school communication leads to
more effective teaching and better monitoring of children. For example, a
synthesis of 35 years of education research identified community and parental
involvement as one of the key factors that are highly effective in enhancing
student achievement and highlights the importance of initiating two-way
31
communication between schools and homes. Additional research further
supports this linkage.2
Improved home school communication will also help teachers. The guide
used to evaluate Arlington teachers notes, “communicating honestly with parents
about their children's learning is essential for teachers. Most teachers find that
when they can engage the families in the actual learning process, all areas of
communication are improved."
The committee recommends, therefore, that more effective and consistent
home-school communication be mandated for all Arlington elementary schools.
It is our recommendation that teachers be required to provide more such
information in the months where there are no reports cards or parent-teacher
conferences. Teachers should have flexibility on how to provide such information
– in some cases perhaps a written overview, in others perhaps meetings with
parents.
BUDGETARY IMPLICATIONS:
The financial cost of this recommendation is very modest. A more important
consideration is the additional time teachers would use for such communication a
few months a year.
In its assessment of recommendations costing over $25,000, ACI did not rank
this proposal because its budget fell below that amount.
STAFF RESPONSE / RECOMMENDATION 1:
Staff supports the recommendation of ensuring parents are provided with
periodic information on how their child is progressing. Guidelines for homeschool communication were established in 2003-2004 and over the past year
staff has worked to implement these guidelines with greater consistency. For
example, when PALS results are received, a letter is sent to each student’s
parents reporting the child’s scores and how it relates to the grade level
expectations. A similar process is in place for reporting to parents on the
Degrees of Reading Power Test.
Currently we are in the process of revising the Primary Report Card. As a part of
this revision process we are recommending adjustments to the ratings to more
clearly reflect student progress towards achieving skills and abilities expected of
young children. Additionally, staff will consider recommendations to address
adjustments to the reporting schedule to increase the frequency of transmitting to
parents information about their children.
2
For example, Gene R. Carter, Executive Director of ASCD wrote a compelling article in July 2004:
“Looking Anew at Parental Involvement.” In it he provides this insight: “A relationship between parents
and their children's school helps parents feel comfortable contributing to the school and their children's
academic success.”
32
As noted in the staff response, APS is committed to providing parents with
periodic information on how their child is progressing. During the past year, staff
has worked to implement the adopted home-school communication guidelines
with greater consistency and continues to revise the first grade report card. In
addition, APS is working to upgrade the Student Information System from
Pentimation to eSchools. This will allow an electronic venue to revise and
support the first grade report card.
RECOMMENDATION 2: All Arlington County elementary schools should
provide specialized instruction in physical education to children enrolled in
preschool programs at those schools.
Currently, Arlington County Public Schools does not provide specialized
instruction in physical education (or art, or music) for students in the Virginia
Preschool Initiative or Montessori preschool programs because it would require
additional funds. Preschoolers receive some instruction in these areas in the
classroom by their regular teachers although the situation varies greatly by
school. Our committee believes that preschoolers would benefit from learning
from a trained physical educator
This recommendation would also add physical education to the planning
factors for preschool classes. Adding physical education to planning factors
would ensure that all preschool children would benefit from specialized training in
physical education and provide increased planning time for teachers.
Research clearly shows the importance of physical education. The Center for
Disease Control and Prevention reports that “Through its effects on mental
health, physical activity may help increase students’ capacity for learning” and
that “The percentage of young people who are overweight has doubled since
1980,” indicating a great need for our schools to provide organized physical
activity and education for our children. Recess alone is not adequate for meeting
this need, as inclement weather and extenuating circumstances often make it
impossible for the children to go outside for exercise. The Preschool Evaluation
performed by APS in 2002 also recommended adding physical education, as well
as art and music specials, to the preschool curriculum.
The committee carefully considered the scope and cost of a more
complete recommendation in this area that would add art, music and PE specials
to the preschool curriculum. Due to concerns about the budget, however, we
decided to focus our recommendation this year on adding PE classes only.
There was a consensus on the committee that providing PE was important for
allowing sufficient physical activity to preschool children, enabling them to better
focus on their academic material at other points in the day and week.
We estimate the cost of this recommendation to provide physical education by
specialists at least one time per week for all Montessori and VPI preschoolers
33
(approximately 576 children) to be $ 142 K based on adding 2 Full-time Physical
Education Teachers at a average cost of $71 K.
for
ACI vote
against
8
abstaining
9
1
In its assessment of recommendations costing over $25,000, ACI ranked this
proposal number 13 out of 14.
Staff supports the recommendation to provide consistent physical education
experiences to preschool children. This was a Preschool Program Evaluation
Report recommendation (2002) and has been submitted for consideration in the
superintendent’s proposed budget for the past three years. In FY05, the PE
planning factor was changed, eliminating the allocation of .2 physical education
positions, yielding the addition of 1.8 positions. Currently, the way physical
education services are delivered varies across buildings depending on staffing.
Staff will explore strategies for increasing the consistency of the delivery of
physical education instruction to preschool children across schools. Research
indicates that physical activity supports student achievement. Young children
also need many opportunities to build and develop gross and fine motor skills. At
this time, classroom teachers provide opportunities for gross and fine motor
development and outdoor play as part of the daily schedule. Staff recognizes that
young children need time to engage in physical activity and learn skillful play to
support their healthy development. Staff will explore resources to enhance the
preschool curriculum with a more structured scope and sequence of skills and
physical activity. The use of such resources will support children in meeting
developmental milestones in this area and increase opportunity for children to
learn skillful play. Staff will submit a budget request for consideration in the
Superintendent’s FY07 budget development process to include preschoolers in
planning factors for physical education. This approach would provide training
and support to expand the scope of current physical education teachers to serve
preschoolers across schools with increased consistency.
The Office of Early Childhood in collaboration with Health and Physical Education
Department has submitted a budget request to provide specialized instruction in
physical education to all APS preschool students. As this request is considered,
a number of elementary schools are currently providing preschool physical
education classes with existing resources. In addition to funding staffing, APS is
considering the need for additional staff development and age-appropriate
resources.
RECOMMENDATION 3
34
Original Recommendation 3 (Two Parts): Continue to Support a Strong APS
Preschool Program by adding a half-time Montessori Teacher Specialist to
the Early Childhood Office and creating a data collection process that
allows demographic and economic analysis of the households served by
the APS preschool programs.
ACI was concerned with the data collection required under this formulation and
the committee now recommends that:
REVISED RECOMMENDATION 3 (first part of original only; second part was
omitted in revision): Continue to Support a Strong APS Preschool Program
by adding a half-time Montessori Teacher Specialist to the Early Childhood
Office :
for
against
abstaining
ACI vote
on first part of original recommendation
15
2
1
APS has a strong preschool program, which serves the individual students
enrolled, the school system as a whole, and the community in general. ECAC
recommends that APS continue to dedicate resources to expanding and
strengthening existing preschool programs as well as ensuring that the programs
themselves are reflective of Arlington values of diversity and accessibility.
The addition of a part-time Montessori-trained Specialist to the Early
Childhood Office will serve a key role in ensuring that the APS preschool model
has the support it needs. We are aware that another group has also
recommended the addition of a full-time Montessori Specialist. We concur with
that recommendation, and envision that, ultimately, these two requests are
requests for the same position.
We view this recommendation as being a key element to successfully
meeting the objectives enumerated in the proposed Strategic Plan Goals for
2005-2011-- in particular, current Objective 1.3 “The proportion of children
completing preschool and demonstrating readiness for learning in kindergarten
will increase.”
The addition of the Montessori Teacher Specialist will address several
important needs:
•
Providing focused and centralized attention to the APS Montessori teachers
and curriculum across the current 9 schools and 16 Montessori classrooms,
ensuring greater program consistency and quality, and helping connect
families across the system.
35
•
Centralize key administrative tasks related to the Montessori program
(including registration and tuition collection), which are currently handled in a
decentralized manner).3
•
Increasing awareness and building community among the Montessori
programs, creating the opportunity for more families to choose to keep their
children in the Montessori program through the elementary grades.
•
Working with outside partnerships to gather data and develop strategies
regarding coordinated early childhood initiatives.
•
Provide more internal Montessori-specific expertise, potentially reducing
some of the current need for outside consultants.
Studies indicate that strong preschool programs create, on a micro-level,
individual students ready to learn and, on a macro-level, citizens invested in the
community. On the first point the APS Early Childhood Evaluation Report
(October 2002) documents that, across demographic and socio-economic
groups, children who have been in APS preschool perform better on
standardized testing in later years. On the second and third points, studies
demonstrate that high quality early education reduces grade retention, special
education placement, high school drop out rates, juvenile and adult crime,
unemployment, and the school readiness gap.4
Also, perhaps somewhat uniquely in Arlington, our preschool programs
include both at-risk children and children of greater financial means. This
diversity of our preschool population serves to strengthen our schools and our
community. Both groups of students (and parents) benefit from the relationships
they develop in this environment and inevitably carry them into their later school
years and beyond.
Across the board, Arlington has everything to gain from continuing to dedicate
resources to its preschool programs. To that end, this committee supports the
addition of a half-time Montessori Teacher Specialist to the Early Childhood
Office.
The half-time Teacher Specialist position will cost $35,000. Please note this is in
the APS staff budget proposal for FY 2006.
3
An secondary result of centralized data collection will be the facilitation it provides for gaining a more
complete picture of the preschool population presenting being served by APS programs. For example, this
would include the collection of household income data (via current application forms) which, in turn,
would aid in determining whether middle income households (i.e., those only modestly above the income
thresholds) have reasonable access to either APS or other preschool programs.
4
“Early Education, Capturing the Nation’s Attention,” Susan K. Urahn, The Pew Charitable
Trusts, and Amy Wilkins, Trust for Early Education. (see
http://annenberg.usc.edu/asc/projects/wkc/powerpoint/2003s1_urahn_wilkinsppt)
36
Staff supports the recommendation to continue to strengthen the existing
preschool programs by focusing efforts on the Montessori program. Staff
recognizes that Montessori classrooms have distinct instructional methods,
materials, and routines that present unique needs and supports providing
centralized attention to the APS Montessori programs to ensure program
consistency and quality. The Early Childhood Program Evaluation (2002)
identified the need to provide additional support to Montessori Teachers and
several steps were put into place this year to address this need. Staff will
continue to develop and support these efforts.
To support program consistency staff will review the application, registration and
tuition collection process to identify strategies for facilitating the process and
consider revisions as needed. Continuing to host an annual meeting with
Montessori Principals to review program procedures and philosophy and identify
ways to improve the current system will also support this effort. Additionally,
staff will continue to meet annually with registrars from each school with a
Montessori program to clarify program guidelines and procedures. Written
information will be provided to school staff to facilitate the implementation of the
procedures.
Staff also supports continuing to build awareness of the Montessori programs
across the County. Staff will consider ways to improve the Early Childhood web
page with information related to the Montessori Program and options as a means
to build awareness of the program. The annual Countywide Montessori
Information Night also builds awareness of this program. This event builds the
sense of the Montessori community by creating an opportunity for families and
Montessori staff from across the system to connect.
This year the Early Childhood Supervisor and Coordinator attended an
Administrator Conference sponsored by the Association of Montessori
Internationale. Strategies and resources from this conference were used to
develop professional development and facilitate discussions at quarterly
meetings with Montessori teachers from across the system. These meetings
also serve to build a sense of community among the Montessori staff and serve
to clarify the program expectations. These meetings will continue to be
supported.
Recruiting and retaining highly qualified Montessori teachers strengthens the
program. There is a critical shortage of Montessori teachers who meet the public
school licensing requirements and therefore recruiting Montessori teachers has
proven to be a particular challenge. This year staff developed partnerships with
programs that train Montessori teachers such as Loyola College and Barrie
37
School to create a pool of potential applicants and support teacher training
efforts. Staff will continue to work with these programs to address the need for
Montessori teachers.
Professional development experiences, presented by professionals trained and
certified in Montessori methods, serve to strengthen the Montessori program and
support efforts to retain high quality teachers. This year resources were allocated
to allow all of the Montessori teachers to attend the North American Montessori
Teachers Association Annual Conference. Additionally, a Montessori consultant
provided training to all of the classroom assistants. Staff met with the Montessori
staff for half-day sessions four times over the year to provide follow up to these
learning experiences. Staff will expand upon these efforts by developing a
document that defines the essential elements of Montessori Best Practice and
related teacher competencies. Ongoing professional development will be
provided to build program integrity and support teachers continued growth in
individualized areas. To support this effort a Staff Development Request for
$23,000 has been submitted for consideration. Through this request staff will
contract with a consultant from Montessori Leadership to work with teachers over
the course of the year to implement Montessori Best Practice. This proposal
includes leadership sessions to enable Montessori Principals and Early
Childhood Staff to support and sustain the program culture and community.
Staff will examine the effectiveness of these initiatives in considering the need for
additional central office support.
The Office of Early Childhood has submitted a budget request for a half-time
Montessori Teacher specialist. In addition APS has invested $23,000 for the
2005-2006 academic year to provide professional development to Montessori
Preschool teachers and assistants. In October, two nationally recognized
Montessori consultants, Michael Dorer and Jonathan Wolf, observed in
classrooms, met with teachers, and conducted full-day workshops for all
Montessori teachers. The workshops focused on the elements of “Best Practice”
in a Montessori classroom. Teachers discussed instructional strategies, which
maximize student engagement and learning. The response from teachers was
overwhelmingly positive.
Michael Dorer, the President of the American Montessori Society, and Jonathan
Wolfe, Director of Learning for Life, will return in January to continue their work
with Arlington Public Schools. The Montessori staff will finalize an APS
Montessori Best Practice document and will work to implement a consistent and
quality program.
(Recommendation #4 was omitted from the revised ECAC report. For
information related to this recommendation, please see the original ECAC
report.)
*****
38
ESOL/HILT
2004-2005
I.
BACKGROUND
The ESOL/HILT Citizens Advisory Committee welcomes the opportunity to share
its recommendations with the School Board. Our Committee has grown this year
to 18 members, of whom 13 are Spanish-speaking parents of English Language
Learners in Arlington schools. Members include educators and concerned
citizens with a variety of professional backgrounds and skills, as well as language
abilities. Therefore, these members bring a diverse perspective, wide
experience, and deep commitment to providing the best education for English
Language Learners in our County. Their dedication to this goal has enhanced
our ability to monitor and advise the school system on its programs for English
Language Learners in Arlington County.
This year, the Committee is building upon the input from the parents who have
participated in ongoing meetings sponsored by this Committee during the past
two years. For this reason, for the first time in the history of this Committee, the
meetings are being held bilingually, using both Spanish and English
simultaneously. The minutes and meeting announcements are produced
bilingually as well. By using both languages, parents are empowered to fully
participate in the meetings.
The Committee has followed the draft APS Strategic Plan for 2005-2011 as well
as the mandates of No Child Left Behind (NCLB) in arriving at the four
recommendations which are presented in this memorandum--specifically, the
goals for raising achievement, eliminating the gaps in achievement, ensuring the
quality of schooling for all students, engaging all parents in participation in the
school system, and for developing cultural competence among all groups
involved in the school system. In order to engage second language parents in
the education of their children, which is a major component of No Child Left
Behind (NCLB), the Committee continues the APS commitment to family
involvement. The Committee applauds the support of the School Board
throughout the past in programs such as the establishment of the Intake Center
and the funding of Bilingual Resource Assistants.
The Committee also appreciates the leadership of the School Board and the
Superintendent in advocating for admission and in-state tuition for immigrant
students and for changes in the implementation of NCLB mandates for English
Language Learners.
The recommendations, which will be discussed in greater detail later in this
memorandum, are as follows:
39
II.
•
To provide resources to implement a comprehensive family involvement
program;
•
To provide resources to accelerate math instruction for English Language
Learners to meet the NCLB mandates;
•
To provide resources to fund the ESOL/HILT Assessment Specialist
currently funded by Title III funds; and
•
To provide resources for instruction for monitored ESOL/HILT students.
SUMMARY OF COMMITTEE ACTIVITIES
The ESOL/HILT Committee met monthly during the past year, with all meetings
held at the Arlington Education Center. The major focus of our Committee has
been the continuation of promoting more family involvement. For that reason,
the meetings have been conducted bilingually in Spanish and English. At a
meeting held at Barrett Elementary School in the fall of 2004, we began to
involve parents as active participants and leaders on the ESOL/HILT Citizens
Advisory Committee. Parents attending the meeting represented many countries
and spoke several different languages. Small groups were formed to discuss
issues of mutual concern and to arrive at suggestions for our Committee’s action.
Bilingual Committee members followed up by telephone to invite these parents to
later Committee meetings. As a result of the increased number of Spanishspeaking parents on the Committee, we began to translate minutes of our
meetings into Spanish.
Also, to address parent interest in educational opportunities within the County,
the Committee organized a series of workshops which were held in June 2004.
Workshop topics included: information about English classes, library resources,
parks and recreation, computer courses, adult education, community college
opportunities, and vocational training resources. Joining in the organization of
the event were representatives of the Arlington Public Libraries, the REEP
program, Northern Virginia Community College, Arlington Adult Education, and
the Arlington Department of Parks and Recreation.
III.
RECOMMENDATIONS
RECOMMENDATION 1: Provide resources to implement a comprehensive
family involvement program in order to improve the academic performance
of English Language Learners (ELLs). This would include funds to hire a
coordinator for this program and ongoing training for APS staff.
Rationale:
This recommendation addresses the NCLB mandates as well as the draft APS
Strategic Plan for 2005-2011. It supports the need for raising academic
achievement and eliminating the achievement gaps of English Language
Learners. It ensures that families of English Language Learners understand the
school system and participate in the education of their children.
40
Research has shown that when parents are more involved in the education of
their children, the children’s academic achievement is higher. Research in the
following three areas has guided APS previous practice: (1) social and cultural
aspects of learning;
(2) empowerment and participation of parents; and (3) building school and
community partnerships. Further, research has categorized the levels of family
participation in the education of their children: parents as teachers, parents as
advocates, and parents as community leaders.
All successful family involvement programs require adequate funding. Currently,
many of those activities are funded by individual schools’ PTAs. Specific needs
include payment to presenters and to childcare providers and expenses for
training staff.
Programs such as PESA (Parent Expectations Support Achievement) have
enabled parents to learn how to help their children with their schooling. In a
collaborative effort, the ESOL/HILT Office, ESOL/HILT Citizens Advisory
Committee, Office of Minority Achievement, Escuela Bolivia, and the Office of
Health and Physical Education offered a very successful “Trainer for Training”
programs in PESA in Spanish at six schools and in English at approximately
seven schools. Parents and staff who participated in the training offered PESA
training in their schools. Parents, Bilingual Resource Assistants, and other staff
at schools which did not participate in PESA training would like to have the
program in their schools. Thus, funding needs to be provided for additional
training.
For the past two years, our Committee has held meetings with parents. They
have given us several suggestions. These include:
•
•
•
•
•
•
•
Annual parent training programs to be held throughout the County;
Assistance and support to parents by helping them interpret report cards
and to better understand parent conferences and their children’s academic
programs;
English language classes on weekends and evenings;
Programs to enhance cultural competence among APS staff;
Training for staff in translation and interpretation;
Coordination at the County level of family and community involvement
programs; and
Implementation of PESA training at 18 schools in English and Spanish.
BUDGET IMPLICATIONS:
Parent Expectations that Support Achievement
workshops
(PESA) Training of Trainer
$600 per school for one parent and one staff member x 18 schools
Consultant Fee and transportation for presenter
Parent handbooks ($25 each) x 30 schools x 20 participants
TOTAL
41
$10,800
$ 2,000
$15,000
$27,800
Other school-based family involvement activities for enhancing academic
achievement in reading and mathematics as per mandates of NCLB: $30,000
Committee Vote:
13 members approved
0 disapproved
No abstentions
ACI VOTE / RECOMMENDATION 1:
for
ACI vote
against
9
abstaining
0
0
Staff supports the recommendation and recognizes the need for coordination in
order to implement a comprehensive Family Involvement program. The draft
2005-2011 Strategic Plan addresses this recommendation.
Parent Expectations that Support Achievement (PESA) Training has been very
successful. The training of bilingual staff and parents at six schools was made
possible through a collaborative effort (ESOL/HILT Office, Office of Minority
Achievement, Escuela Bolivia, and Office of Health and Physical Education).
The Bilingual Resource Assistants and parents reported that the training was
excellent and that the content meets the needs of Arlington’s parent population.
Those Bilingual Resource Assistants and parents who participated in the training
recommend that those who have not taken the training do so.
Staff recommends that PESA training be provided to other schools which have
not received the training in Spanish or English. To provide training at all of these
schools, collaborations on funding between departments and schools will be
necessary, as well as identification of other funding sources.
Currently, the ESOL/HILT Office provides training and coordination for family
involvement for Bilingual Resource Assistants in the schools. Staff development
opportunities are available to other staff through courses offered with
Title III funds.
During 2005-06, the ESOL/HILT Office has provided leadership in implementing
a comprehensive family involvement program in order to improve the academic
performance of English Language Learners (ELLs). Successful family
involvement programs require ongoing collaboration, partnerships, and support
between parents, schools, community organizations, and the APS Central Office.
42
Parent Training
Parent Expectations that Support Achievement (PESA) Training for Trainers was
provided on October 21-22 in Spanish and on October 24-25 in English. This
training was a collaborative effort between Escuela Bolivia, the Office of Minority
Achievement, and the ESOL/HILT Office. Twenty-nine Spanish-speaking
parents and staff attended, representing ten schools and programs. Thirteen
English-speaking parents and staff attended, representing nine schools and
programs.
In addition, Escuela Bolivia, in collaboration with the Mexican American Legal
Defense Educational Fund (MALDEF), provided the PSP (Parent School
Partnership Program) on November 16-19. The objective of this training program
is to assist parents to assume leadership positions in their children’s schools and
other school system committees and programs. Thirty-one parents and staff
attended, representing 12 schools and programs.
As a result of this training, the ESOL/HILT Citizens Advisory Committee has
increased its membership as well as provided new leaders at the schools where
the training was provided. In 2004-05, PESA training was provided to 114
Spanish-speaking parents.
In 2005-06, all training is being provided by grants. Given that these grants will
not continue, the ESOL/HILT Office completed a Budget Request in the amount
of $28,370 in order to expand the training to all schools.
Training for Staff
The ESOL/HILT Office continues to provide training to Bilingual Resource
Assistants as well as offer courses that will enhance communication with parents
and thereby increase parent involvement. The following courses were offered in
2005-06 with Title III funds: Introductory and Intermediate Community
Interpreting (2 courses); Teaching Across Cultures Through Literature and
Conversations with Parents; and Beginning Spanish for Teachers, Parts I and II.
Coordination
On September 16, the ESOL/HILT Office co-sponsored the “Building Parent
Relationships Summit”. (Other co-sponsors of this activity were the Arlington
Partnership for Children, Youth and Families, Office of Minority Achievement,
Office of School and Community Relations, and the Special Education Parent
Resource Center—PRC.) The objectives of the Summit were: (1) to provide an
opportunity for staff to network and become acquainted; (2) to inform staff about
various existing programs and outreach efforts within Arlington; (3) to share
contact information to facilitate referrals to programs and publicity for programs;
and (4) to streamline and enhance parent outreach efforts.
RECOMMENDATION 2: Provide resources to accelerate mathematics
instruction for ESOL/ HILT students to meet NCLB mandates.
43
Rationale:
This recommendation is aligned with the draft APS Strategic Plan for 20052011.
NCLB mandates that English Language Learners meet the same challenging
academic content and achievement standards as all children are expected to
meet. However, too many students enrolled in the ESOL/HILT program are
placed in the “HILT math” class, a mathematics course designed solely for
students who have limited prior schooling. Many students who arrive in this
country with appropriate years of schooling may be limited English speaking but
possess sufficient mathematics background to participate in a grade level class
with language support. Current Intake Center assessments need to be revised
so as to incorporate higher level mathematics to better determine appropriate
placement, especially for students who arrive in Arlington with grade level
mathematics knowledge.
Schools also must utilize mathematics assessments that are not language
dependent. HILT students in middle school should be placed in grade level
mathematics classes if they demonstrate sufficient knowledge, regardless of
language proficiency level. The reality is that students who take HILT Math in 9th
grade will not earn sufficient mathematics credits to graduate by their senior year.
Resources must also be provided to support these students in their mainstream
classes, as most mathematics teachers do not feel equipped to provide language
support to HILT students.
Parents of students enrolled in the ESOL/HILT program must be advised of the
importance of accelerating the students’ mathematics instruction and of the
necessity of higher-level mathematics classes for graduation and college.
A Typical HILT Math Course Sequence (if not accelerated)
vs. Mainstream Mathematics Course Sequence Possibilities
HILT Math Sequence
(if not accelerated)
(Will not earn sufficient credits
to graduate on time)
Grade
8
9
10
11
HILT Math
General Math
Algebra I, part I
12
Algebra I, part II
Still pending for Standard
Diploma: Geometry
44
Possible
Mainstream Sequences
Advanced
Standard
Diploma
Diploma
Algebra I
Geometry
Algebra I, part I
Algebra II
Algebra I, part II
Math
Geometry
Analysis/Trig
or Prob/Stat
Precalculus or Algebra II
Math An/Trig
Graduate
Graduate
Mathematics credits required to graduate:
• Standard Diploma: three courses at or above the level of Algebra I
• Advanced Studies Diploma: four courses at or above the level of Algebra I,
and pass two End-of-Course Standards of Learning Tests in either Algebra I,
Geometry or Algebra II
•
Beginning with the Class of 2007, to earn a Standard Diploma, students must
pass one of the Standards of Learning Tests listed above.
Currently, 267 HILT students at the high school level and 203 at the middle
school level are enrolled in HILT Mathematics or General Mathematics courses.
These students are not taking grade level mathematics courses to enable them
to graduate on time. Therefore, every effort must be made to facilitate enrollment
and achievement for these students in higher level mathematics. It is necessary
that the curriculum be revised and that staff resources be provided to support
HILT students enrolled in grade level courses. In addition, it is recommended
that mathematics teachers receive training in Second Language Acquisition
strategies for mathematics so as to differentiate instruction for English Language
Learners.
Financial resources from existing funds need to be used for: revision of Intake
Center mathematics assessments, curriculum projects to revise the HILT
Mathematics curriculum, staffing to provide support for HILT students enrolled in
grade level mathematics courses, and staff development for mathematics and
HILT teachers.
Additional funding is requested for one HILT Mathematics resource teacher to
serve at both the high school and middle school levels. The responsibilities of
this resource teacher will be to support teachers, principals, and the Mathematics
and ESOL/HILT Offices in effective implementation of acceleration of
mathematics instruction for English Language Learners. This resource teacher
would work in the schools to assist teachers in planning for effective mathematics
lessons that meet the needs of English Language Learners, provide schoolbased professional development, analyze mathematics achievement results and
review placement. This teacher would also assist in the implementation of
summer programs and after-school mathematics support programs for English
Language Learners.
1.0 HILT Mathematics Resource teacher $71,000
Committee Vote:
13 members approved
0 disapproved
No abstentions
for
ACI vote
against
7
abstaining
1
45
1
Staff supports this recommendation. The HILT math class is designed for
students entering APS below grade level with deficient previous schooling. The
course teaches elementary math concepts and is not designed for students who
may be limited English proficient but who have sufficient mathematics
background to enroll in grade level math coursework with or without language
support. The HILT math curriculum is currently being revised to accelerate
instruction for students enrolled in that class. Intake Center assessments are
also being revised to better determine readiness for higher-level math
independent of language proficiency.
Staff encourages school-wide teams to collaborate and provide opportunities to
accelerate math placement for LEP students. During the 2003-2004 school year,
of the 270 students enrolled in high school HILT A and B, only 51 students took
the Algebra 1 SOL, 3 students took the Algebra II SOL, and 10 took the
Geometry SOL. The HILT Math Resource Specialist and Mathematics Supervisor
have met with math teachers, resource teachers and principals to discuss
placement of LEP students in higher level classes. Schools have identified the
need for support to mainstream math teachers to help them meet the needs of
limited English proficient students enrolled in the higher level classes, as well as
support for certified math teachers teaching HILT math who do not have ESL
training. Staff is identifying strategies for providing such support.
Strategies include those to provide support to mainstream teachers, in addition to
the HILT math teachers, through staff development, classroom based support
and joint planning, and through school-wide efforts to accelerate math instruction
for English language learners in order to meet the mandates of No Child Left
Behind.
During 2005-06, the ESOL/HILT Office collaborated with the Mathematics Office
and secondary schools to address this recommendation. Several new initiatives
are being implemented: (1) adoption of a new HILT Mathematics assessment
that is less language dependent to facilitate placement of students. This new
Mathematics assessment is based on SOL objectives. (2) development of
guidelines for placement of HILT and HILTEX students at the middle school and
high school levels. These guidelines establish that students’ placements are
based on math achievement and not on English language proficiency level. (3)
revision of existing HILT Mathematics curriculum to help students meet the same
challenging state Mathematics academic and achievement standards that all
students are expected to meet to fulfill NCLB mandates.
46
RECOMMENDATION 3: Provide resources needed to fund the ESOL/HILT
Assessment Specialist currently funded by Title III funds.
Rationale:
No Child Left Behind mandates that English Language Learners be assessed
annually to determine progress in English language proficiency and academic
achievement and that schools meet certain benchmarks. Teachers need ready
access to data to plan effective instruction to meet these goals. In 2002-03, the
Citizens Advisory Committee recommended that the ESOL/HILT Assessment
Specialist position be added to the ESOL/HILT Office because of these
increasing mandates. The recommendation was approved by ACI, where it was
seen as a vital position for ensuring compliance and accurate data reporting on
student progress to local, state, and federal agencies, as well as ensuring that
teachers receive data and analysis in an organized, timely manner to better
inform instruction.
Currently, the ESOL/HILT Assessment Specialist provides leadership, training
and support to administrators, teachers, instructional assistants, and other
ESOL/HILT staff in the assessment, placement and database management of
English Language Learners and serves the needs of over 6,300 students in
2004-2005.
In the past, the Intake Center managed all data related to English Language
Learners. This data was not accessible to schools or other departments in the
school system. Since March 2004, the Assessment Specialist has worked with
ATIS to coordinate the implementation of technological initiatives to improve the
collection of local assessment scores and placement recommendations. An
important focus for the Specialist continues to be the integration of the Intake
Center Database and Pentamation in order to ensure accurate data for local use
and state and federal reporting purposes.
The Assessment Specialist works with APS departments to facilitate the analysis,
collection, and presentation of English Language Learners data. Examples of
requests from School Board members, Senior Staff, administrators, and teachers
include:
(1) presentations of Stanford English Language Proficiency (SELP) test scores to
Administrative Council, principal groups, and teaching staff; and (2) analysis of
the progress of English Language Learners on SELP and SOLs.
The Assessment Specialist also coordinates special projects involving English
Language Learners. For the next four years, the Assessment Specialist will
coordinate the program evaluation of both the secondary HILT/HILTEX and
elementary ESOL/HILT programs. Coordination duties include: organizing
meetings for stakeholders, preparing timelines, collecting and analyzing data,
working with steering committees to create an evaluation design, determining
data sources, and assisting in the preparation of the evaluation report.
47
The Assessment Specialist works with Planning and Evaluation to identify
English Language Learners for testing, trains staff to administer tests,
coordinates data reports, and provides workshops that use assessment data to
inform instruction.
It is important that the Assessment Specialist position be County-funded in
order to continue these vital services to the school system, especially
given the decrease in federal funding. In 2004-2005, there was a $251,273
decrease (30 percent) in NCLB funding to provide services.
ESOL/HILT Assessment Specialist
$77,595
Committee Vote:
13 members approved
0 disapproved
No abstentions
for
ACI vote
against
8
abstaining
0
1
Staff supports continued funding of the ESOL/HILT Assessment Specialist
position. This position is vital for ensuring accurate data transmittal to the state
and to comply with state and federal mandates. Since the 2002-2003 school
year, the ESOL/HILT office has been required to report the progress of English
Language Learners to the state throughout the school year and in a final report
submitted in the summer. For the past two school years, the Assessment
Specialist has worked with the Office of Planning and Evaluation and Title III
representatives at the state to submit the data and ensure its accuracy.
Beginning in 2004-2005, the state instituted the use of individual student
identification numbers to track the progress of individual students. As a result, the
Assessment Specialist has been working with Administrative Technology (ATIS)
to finalize the integration of the Intake Center databases and Pentamation to
ensure that the progress and placement of each student is accurately reported to
the state. In addition to monitoring the compliance with Title III mandates, the
Assessment Specialist works with the School Board, administrators, and staff to
facilitate the analysis, collection, and presentation of English Language Learners’
data. It is important to ensure that funding for the Assessment Specialist position
is continued in order to comply with state and federal No Child Left Behind
48
mandates and to facilitate data analysis and reporting of English Language
Learners.
The Assessment Specialist position is funded this year by Title III and will
continue to be funded in 2005-2006 by Title III, although the level of funding has
decreased by $251,273 (30 percent). It is anticipated that if future Title III
funding continues to decrease at the current rate, it will be necessary to develop
a budget request to fund the Assessment Specialist position in 2006-2007.
The Assessment Specialist position is funded this year by Title III and will
continue to be funded next year by Title III—thus, no Budget Request was
necessary.
RECOMMENDATION 4: Provide resources for instructional support for
monitored students.
Rationale:
No Child Left Behind mandates that students who exit the ESOL/HILT program
continue to be assessed annually for English language proficiency and to meet
academic and language proficiency benchmarks for two years after exiting the
program. Currently, elementary schools and high schools have a planning factor
for release time for coordination and Lead Teacher release time--.20 for schools
with at least 200 limited English proficient students, including monitored students.
There is not adequate staffing at the middle school level to provide instructional
support to monitored students. Such support is essential to ensure that these
students continue to progress academically after exiting the ESOL/HILT program
and that they graduate from high school.
NCLB requires that monitored students participate in the state Stanford English
Language Proficiency Test. The following table indicates how many of these
middle school monitored students did not make SELP cut-off scores as well as
shows the number of students who are in Special Education.
Monitored Middle Students who did not make the SELP Cut-Off Scores
Grade and Cutoff Score
Number of
students tested
Number of
Students who
did not make
SELP cut-off
6 (728)
7 (728)
8 (728)
181
160
82
137
104
45
Number of
students who are
SPED and did
not make SELP
cut-off
71
56
6
Monitored Students who did not make the SELP cut-off scores: 286
Monitored Students who did not make the SELP cut-off scores in SPED: 133
49
Furthermore, beginning in the 2005-2006 school year, SOL assessment will be
implemented in reading and mathematics at grades 6 and 7, as well as at grade
8. Last year, 28 of 82 grade 8 monitored students did not pass the Reading
SOL.
In addition, Arlington Public Schools did not make Adequate Yearly
Progress in reading for Special Education students.
Currently, staffing does not exist at the middle school level to provide support to
monitored students in mainstream classes nor to meet the needs of students in
Special Education who still require the services of an ESOL/HILT teacher. To
ensure the continued progress of these students, some of the recommended
supports could include:
• A resource period for an ESOL/HILT teacher to provide support to monitored
students in mainstream classes;
• Time provided for a HILT teacher to resource in a Special Education class or
for a Special Education teacher to resource in a HILT class; and/or
• A Language Arts class co-taught by an ESOL/HILT and Special Education
teacher.
2.0 positions for all middle schools based on .20 position per 200 limited English
proficient students, including monitored students.
Estimated cost $142,000
Committee Vote:
13 members approved
0 disapproved
No abstentions
for
ACI vote
against
8
abstaining
0
1
Staff supports this recommendation. In order to provide instructional support to
Limited English Proficient (LEP) students, especially monitored students, it is
recommended: (1) that the planning factor be revised to include monitored
students and (2) that staff development be provided to mainstream teachers who
instruct LEP students.
50
Planning Factor:
In Fall 2005, the planning factors will be considered for revision at the
elementary, middle school, and high school levels to include monitored students.
While monitored students are students who recently exited the program, the
mandate of NCLB is to monitor their progress for two years and assess their
language development over that time. With AYP tied to their continued growth, it
is appropriate to count them as active students.
As of September 30, 2004, the numbers of LEP students at the three levels were
as follows:
Elementary
Middle School
High School
397
418
484
Middle School Lead Teachers
As stated in the recommendation, unlike Elementary ESOL/HILT Lead Teachers
and High School Department Chairs, Middle School Lead Teachers currently do
not receive release time.
At the elementary level, Lead Teachers receive .2 release time for 100-200 LEP
students, .4 for 201-300 LEP students, and .6 for 301 LEP students or more.
Staff recommends that a similar planning factor be considered at the middle
school level to ensure that lead teachers are able to provide instructional support
for LEP students, including monitored students.
According to the September 30, 2004 count of total middle school LEP students
receiving services and monitored students, additional allocations would be as
follows:
Gunston 179 = .2
Swanson 107 = .2
Jefferson 213 = .4
Williamsburg 112 = .2
Kenmore 275 = .4
Total = 1.4 positions
Staff will submit a budget proposal for consideration as part of the FY 07 budget
development process to implement a planning factor similar to the elementary
planning factor.
Staff Development
The ESOL/HILT Office provides courses such as second language acquisition,
linguistics for teachers, etc. These courses will provide mainstream teachers
with the strategies required to instruct LEP students. Strategies include
knowledge of ESL methodology (how to make complex content comprehensible
for English language learners, how to scaffold instruction, how to integrate
language skills in content lessons—incorporate reading, writing, listening,
speaking--how to differentiate instruction for various levels of English language
proficiency, and information on cultural competence.
51
The ESOL/HILT Office is conducting Program Evaluation this year. The report
will include achievement performance of monitored students. It is expected that
this information will indicate whether the current level of support provided to
monitored students is sufficient or whether additional support is needed.
Committee Members:
Nancy Arnold, Chair
Suzanne Thouvanelle
Nancy Cespedes
Annabelle Toledo
Rosa Maria Fuentes
Matilde Torrico
Angelia Nemtala de Guzman
Elizabeth Gallinate
Gonzalo Ibanez
Eric Irizarry
Milagro Irizarry
Myriam Jurado
Elizabeth Clavel Love
Martha Maher
Jennifer Nupp
Robert Panfil
Maria Jimena Rodriguez
Olimpia Soto
Emma Violand-Sanchez, Staff Liaison
52
FAMILY/CONSUMER SCIENCES
2004-2005
I.
BACKGROUND
The Family and Consumer Sciences Advisory Committee met each month during
the 2004-05 school year to study the Arlington Public Schools Family and
Consumer Sciences program and the Teenage Parenting Programs. The
committee held its meetings in a different school location each time to become
more familiar with the facilities and meet staff. Meeting sites this year included:
Clarendon Education Center, Washington-Lee High School, Yorktown High
School, Barcroft Elementary School, Gunston Middle School, Swanson Middle
School, Williamsburg Middle School, and the Career Center. The Committee
would like to highlight the following:
•
•
•
•
The Family and Consumer Sciences program received a 4-year state grant in
July 2004 for implementing an Even Start Family Literacy program at Barcroft
Elementary School. Non-English speaking parents are learning English,
parenting skills, and how to help their children learn. Their preschool children
(0-3 years) are receiving age-appropriate early childhood education in English
in a delightful setting. The program operates 5 days per week following the
Barcroft modified school calendar. The participant results, thus far, are quite
impressive. See attached summary report.
The Teenage Parenting Programs 5-year Federal demonstration grant, called
the Caring Equation, has completed 2 full years and the initial data is very
promising for both the teenage mothers and the young fathers. The two
minivans, purchased with federal funds, help meet transportation needs for
this special population. We’re also quite pleased that the programs at the
Family Center campus are being moved to the Buck Building this summer.
See attached summary report.
The adolescent pregnancy rates continue to decline nationally and locally.
See attached chart. Undoubtedly, some of the credit for this reduction must
be given to the Taking Charge classes offered for six years at all five middle
schools. Ideally Taking Charge should be offered in both fall and spring
semesters with a maximum class size of 15 students since teacher/student
interaction is a crucial part of this course to mold student attitudes that
promote avoidance of early sexual activity. APS students have an extremely
low rate for second pregnancies. We attribute this directly to the strong and
continuous efforts to educate our teenage mothers who participate in the
Teenage Parenting Programs. The APS programs for the children of teenage
mothers prepare the infants and toddlers for school by providing high quality
day care.
With the hiring of Arlington’s first male Family and Consumer Sciences
teacher, Taking Charge for Boys is now being offered at Gunston Middle
School for the first time.
53
•
•
•
•
The new high school FACS course, Interior and Fashion Design, is
oversubscribed at all 3 high schools. We’re pleased to learn that Teacher
Cadet, a new course for students interested in entering the field of education,
will be offered at Washington-Lee in the 2005-06 school year. We expect that
the Teacher Cadet course will introduce more students to not only FACS but
also to employment opportunities in the field of education.
Two additional program evaluations have been completed by staff and
submitted to the Director of CTAE: (1) Career Transition Services in the
Teenage Parenting Programs (which was grant funded) and (2) Early
Childhood Education at the Career Center. Both program evaluations
recommended additional staffing: a half-time resource assistant for the first
program and an additional half-time teacher for the Early Childhood
Education program at the Career Center.
The Family and Consumer Sciences (FACS) modular labs at Gunston and
Jefferson Middle Schools are excellent resources for integrating math,
science, language arts, and technology while teaching core components of
the FACS curriculum. The new Kenmore building will include a FACS
modular lab. We understand plans are underway to create a modular lab at
Swanson Middle School at a future date. Space for a FACS modular lab at
Williamsburg should be found so that all middle schools have this resource.
The HB Woodlawn Program has not had any FACS course offerings for more
than 20 years. The only FACS offering for them is the Early Childhood
Education at the Career Center. HB Woodlawn students at the middle and
high school level should be able to take the full range of FACS courses
offered at every Arlington middle and high school. This is a matter of
educational equity.
Healthy families are our community’s greatest resource. Teaching students how
to be healthy people, how to develop family living skills, and how to manage their
resources is at the heart of the Family and Consumer Sciences curriculum. If we
are truly trying to prepare students for life, then teaching them about child
development and parenting, money and other resource management, plus
nutrition and healthy food choices should be a part of the required curriculum. All
students should be equipped with at least rudimentary skills in these areas
before they leave the Arlington Public School system.
II.
RECOMMENDATIONS
RECOMMENDATION 1: The FACS Advisory Committee recommends that
physical space allocated to FACS programs be increased at Yorktown and
Wakefield.
Rationale: To support FACS course offerings, instructional facilities that include
traditional classrooms and labs should be of sufficient number and size.
Currently, limited classroom space impacts FACS course offerings and
compromises the quality of FACS instruction at Yorktown and Wakefield. For
example, since 2003, the oversubscribed course Interior and Fashion Design has
54
been taught in the foods lab. This means fewer foods classes have been
offered. The Interior and Fashion Design class could be better taught in a
traditional classroom setting, which would allow for another level in foods. In
addition, many students have expressed the desire to learn how to sew and use
the computerized embroidery machines, but space is limited for the equipment.
An increase in space allocation consistent with approved local and state
guidelines would further support the interest and enrollment of APS students in
all FACS courses (Nutrition and Wellness, Interior and Fashion Design, Child
Development and Parenting, Teacher Cadet, and Choices/Life Planning). Based
on APS high school allocation guidelines, the recommended square footage for a
FACS program is 3,665. The current allocated square footage at Yorktown is
1,514; at Wakefield it’s 1,587. The 2004-2005 student enrollment in FACS
courses is 308 at Yorktown; and Wakefield’s enrollment is 176. FACS courses
give students hands-on experiences for lifetime skills.
This is not anticipated to cost anything at this time, as extra classrooms are
already available at Yorktown.
for
ACI vote
against
12
abstaining
0
4
Staff supports provision of classrooms and physical space in alignment with local
and state facilities guidelines and in accordance with course offerings and
enrollment. Staff recognizes that facilities changes have significant budget
implications and will work to ensure that capital needs are part of capital planning
in accordance with practices established for Major Maintenance-Minor
Construction as well as more significant capital construction and renovation.
No additional classroom space has been allocated. The programs seem to be
running effectively in the existing classroom spaces. With regard to the
renovation of Yorktown, the selection of an architect firm is awaiting School
Board approval. The Design and Construction Office is not yet in the design
phase for Yorktown. To date, Wakefield is not on the calendar to have work
done.
RECOMMENDATION 2: The FACS Advisory Committee recommends that the
Arlington Public Schools develop a K-12 nutrition education program with an
ongoing emphasis on lifetime wellness.
55
Rationale: Obesity is epidemic among both children and adults. Type 2
diabetes is also on the rise. Good nutrition and healthy food habits are
established early in life. Consistent attention to and knowledge of nutrition along
with an understanding of portion size will contribute more to maintaining healthy
weight levels than trendy diets ever will. If all students received comprehensive
nutrition education, taught by teachers trained in nutrition, our graduates would
have the basic information and skills to make good food choices and prepare
nutritious, low-cost meals for a healthy lifetime. Requiring the Nutrition and
Wellness course before high school graduation and using Extension Education
materials would also be a strategic move toward improving the health of our
students.
BUDGET IMPLICATIONS: Depending on the depth and breadth of nutrition
instruction provided, at least one nutrition educator would need to be hired
(estimated at a minimum of $55,000).
for
ACI vote
against
18
abstaining
0
0
Staff agrees that a K-12 Nutrition Education Program would benefit Arlington
Public Schools' students. A Nutrition and Wellness elective course for two
semesters is currently offered for grades 9-12. Also, nutrition education is a topic
covered in many of the other FACS courses. The FACS Supervisor will work in
conjunction with the School Health Advisory Board and other school personnel to
explore ways for students to receive additional nutrition education during the
school day.
Lifetime nutrition and wellness continue to be emphasized throughout the school
system. In 2005, the School Board changed policies to prohibit the sale of sodas
and sports drinks from vending machines. The School Health Advisory Board
and Comprehensive School Health Committee continue to develop and/or revise
policies around issues of nutrition and lifetime fitness and to work on identifying
education programs and venues through which to better inform students and
community. The Board has recently approved a Food Services Advisory
Committee charged with making recommendations for improvements to food
served on school campuses.
56
An ad hoc parent advisory group was formed called “ArlingtonHealthyKids” on
May 19, 2005. It currently has 87 members, via e-mail, and the group is made
up of parents and other citizens of Arlington that are concerned about the health
and wellness of our youth, especially food choices in our public schools. The
group keeps FACS up-to-date of its activities through e-mails. The group is
working with the Arlington Comprehensive School Health Committee who
sponsored a forum on Keeping Students Healthy on December 8, 2005 from 911:30 a.m. at the Ed. Center. The FACS Supervisor attended the forum.
RECOMMENDATION 3: The FACS Advisory Committee recommends moving
the Teenage Parenting Programs out of rented space into space owned by
Arlington Public Schools.
Rationale: It is more fiscally responsible and a better use of taxpayer dollars to
use APS owned facilities for these programs rather than non-APS facilities. The
TPP have never been located within APS owned facilities in their 35-year history.
Plus, improvements made to borrowed (until 2005) or leased facilities represent
expenses rather than investments. Decisions about the quality or type of
improvements to be made in leased facilities are undoubtedly made with the
knowledge that APS will eventually walk away from the leased quarters leaving
behind any improvements made during their tenancy.
This represents an unknown cost savings.
For
ACI vote
against
16
abstaining
0
2
The Family Education Center will be moving to the Education Center Annex in
fall 2005. Staff recognizes the improvements this move will bring in expanded
space and infrastructure. This will expand the window of opportunity for studying
the feasibility for the Teenage Parenting Programs to be housed in space that is
owned by Arlington Public Schools.
The Teenage Parenting Programs will be moving into the Education Center
Annex building in January 2006 and staff has been included in the planning
process. The TPP Supervisor was appointed to the Reed Building Level
Planning Committee, which began work November 2005, as Reed will be the
permanent APS site for the Teenage Parenting Programs that are moving to the
Education Center Annex.
57
RECOMMENDATION 4: Arlington Public Schools should provide money for
nutritious, low-cost food for parents in the Even Start program.
Rationale: Federal guidelines allow for children in Even Start programs to
receive school lunch following free/reduced lunch rules. However, the parents
are not covered unless they’re studying for a GED. The program here in the
Arlington Public Schools serves parents who are illiterate in English, so their
proficiency level is much lower than that needed to prepare for a GED. If the
parents ate the same food as the children, it would provide a positive, interactive
learning experience. This minor investment in the overall program operation
would also help the parents set a positive example for their children by eating
healthy foods.
The unsubsidized cost is estimated at $3 per parent per day for a maximum of 25
parents (estimated at $13,500).
For
ACI vote
17
against
abstaining
1
0
Staff supports this request for funds that would allow parents enrolled in the Even
Start Program to be provided lunch following free/reduced lunch rules along with
their children. The Supervisor of Family and Consumer Sciences will submit a
budget request as part of the Superintendent’s FY07 budget development
process.
The request was not submitted for the FY07 budget. Due to overall decreased
enrollment in Arlington Public Schools and competition for limited resources,
priority was given to a few of the FACS requests made last year that were not
funded but are still needed.
III.
COMMITTEE MEMBERS
Ginna Schneider, Chair
Iris Beckwith
Marianna Cochran
Stephanie Millar
Steve Faison
Susan Fraser
Susan Graham
Denise Calvert
Vera Foresman-Kikel
Beverly Petronello
Paul Pierre
Valerie St. Pierre
Janie Schuyler
Susanne Thevenet
Linda Wardle
Susan Zajac
Marilyn Faris Scholl, Staff Liaison
58
EVEN START FAMILY LITERACY PROGRAM
Summary Report -- December 2004
The Arlington Even Start Family Literacy Program, located at Barcroft Elementary
School, has operated since November 2003. This Family and Consumer Sciences
program provides intensive literacy and ESL instruction for adults, on-site early
childhood education for children 0-3 years old, and parenting education. There are
currently 28 parents and 37 children being served.
Age of Parents
20-24 years
25-29 years
1
10
30-34 years
35 and up
9
8
Age of Children
0-2 years,11 months
3-5 years,11 months
6-8 years
14
17
6
Gender
Female
27
Male
1
Race
Hispanic
26
Other
2
Education (Adults—highest grade completed)
0-2
3
9-11
4
3-5
2
H.S. Diploma (not from the U.S.)
6-8
4
Some College (not from the U.S.)
Education (Children—current school grade)
Even Start 0-47 months classes
19
VPI Preschool
5
Early Head Start
2
Employment Status
Not in job market: 21
8
7
Kindergarten
1st grade
2nd grade
Employed full-time: 3
Employed part-time: 4
Income (annual for family)
Below $9,000
$9,000-$15,000
1
6
$16,000-$21,000
$22,000 and above
Public Assistance Status
No
Yes
16
12
6
3
2
7
14
Best Success Story Felipe Chave z, a Hispanic father from El Salvador, came to
our program last year. He wanted to learn English because he sought to obtain a
promotion in his current job. Also, he was not able to help his Pre-K child with
schoolwork. When he entered our program he was very ashamed to admit that
he had never been in school and that he never learned to read or write in his
primary language. For almost a year, Felipe spent one-on-one time with our ESL
teacher so he could learn how to read and write in Spanish and to start getting
some English instruction. When he accomplished this goal, he was so proud of
himself. His second goal was to obtain a driver’s license—a goal that he
obtained at the end of the year. He took the reading test four times and failed;
59
however, his confidence increased after each time he took it because his reading
speed was increasing, though he always ran out of time. In his fourth attempt, he
was able to complete the test and passed it.
This year he was determined to obtain a promotion in his job. Currently he is
studying English with the beginning level class and receives one-on-one tutoring.
Last week Felipe gave us the great news that his supervisor promoted him with
more responsibilities in his work and also raised his salary. He is only one of the
several families who are moving forward in their lives, and at the same time,
learning how to help their children learn.
60
CARING EQUATION
Summary Report – December 2004
The Caring Equation is a five-year federally funded demonstration project that
serves out-of-school pregnant and parenting adolescent females in Arlington
(Outreach for Parenting Teens) and the male partners of fathers of babies born
to adolescent females in Arlington (Young Fathers Program). Staffing includes
four full-time bilingual outreach specialists (2 female and 2 male) plus a ¾ time
bilingual public health nurse (contractual with Arlington County Department of
Human Services). This report summarizes the first two years of the project.
Project goals are:
• 75% of pregnant and parenting teens contacted by Outreach either return to
school, graduate from high school, or earn a GED within two years of first
contact.
• 90% of all target infants are fully immunized by the age of 2 years.
• 75% of the fathers who participate will report a 50% increase in their level of
involvement with their child
• 10% or fewer of teen mothers who enter the Family Center or APT program
will have another birth within two years
• 80% of program participants, after one year of participation, will demonstrate
increased knowledge of appropriate child rearing practice
The Caring Equation utilizes the services of two Marymount University professors
to conduct an extensive evaluation. A client contact sheet is filled out for every
substantial contact the case manager had with a client. A substantial contact is
defined as instances where one of the ten core services (required) is provided.
The second instrument used is the Adolescent Adult Parenting Inventory, version
two (AAPI-2). The APPI-2 is designed to measure parenting and child rearing
attitudes. Upon entry into the Caring Equation, all participants complete the
AAPI-2 as a pre-test. At the pre test stage, the females in our sample had
significantly lower means for four of the five constructs. Our females do not think
children should be empowered, their empathy scores were 10 times lower than
the test population, they have very inappropriate expectations of their children,
and they scored significantly lower than the population on role reversal scores.
After completing six months in the Caring Equation, the females completed the
posttest of the AAPI-2. Posttest scores indicated that after six months in the
program, four of the five constructs had increased. Inappropriate expectations
mean scores for the sample increased dramatically, meaning that our females
were learning more appropriate ways to relate to and treat their children. A
second improvement was a very large increase in empathy scores, exceeding
scores of the population. The male sample size completing the AAPI-2, at this
time, is too small (only 32) to substantiate interpretations
61
Caring Equation Clients
2003-2004
Pregnant Adolescents
Adolescent Mothers
Infants
Family Members
Adolescent Fathers
Male Partners (includes
adolescents)
17
135
159
31
21
100
20022003
45
113
124
26
4
104
TEENAGE PREGNANCY STATISTICS IN ARLINGTON
1993-2004
Pregnancies
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
1994
1993
175
148
170
212
210
229
239
239
250
278
314
243
3
6
6
4
5
4
1
4
7
5
13
11
44
41
47
48
60
72
64
75
106
94
106
87
128
101
117
160
145
153
174
160
137
179
195
145
111
91
103
127
130
138
156
152
165
171
182
129
2
2
3
2
1
3
1
2
5
4
9
4
29
26
30
35
47
47
35
48
74
65
63
46
80
63
70
90
82
88
120
102
86
102
110
79
56
47
57
76
75
73
69
82
69
98
121
104
1
4
2
2
2
1
0
2
2
1
3
6
12
12
12
10
12
20
22
24
27
27
42
37
43
31
43
64
61
52
47
56
40
70
76
61
8
10
10
9
5
18
14
5
16
9
11
10
0
0
1
0
2
0
0
0
0
0
1
1
3
3
5
3
1
5
7
3
5
2
1
4
5
7
4
6
2
13
7
2
11
7
9
5
Total:
Under
15
15-17
Live Births
18-19
Total:
Under 15
15-17
Induced
18-19
Total:
Abortions
Under 15
15-17
Natural
Fetal
Deaths
18-19
Total:
Under 15
15-17
18-19
Source: Summary of Yearly Virginia Vital Statistics, Center for Health Statistics, Virginia Department of Health, Richmond,
Virginia.Website: www.vdh.virginia.gov
62
FOREIGN LANGUAGE
2004-2005
RECOMMENDATION 1 :
Adopt the Foreign Language Policy Statement set forth originally in March of
2003.
Guiding Principle 1. All Arlington students are strongly encouraged to
become proficient in at least one language in addition to English by the time they
graduate from high school.
Guiding Principle 2. More foreign language programs should begin in
elementary school, since language acquisition is more easily accomplished at a
young age.
Guiding Principle 3. Effective foreign language programs integrate the study
of language and culture and help students make connections with other
disciplines.
There are no immediate and quantifiable budget implications if the Board were to adopt
our proposed Foreign Language Policy Statement. However, our clear intent in seeking
the adoption of this Statement is to encourage more students to enroll in foreign
language courses, and to have more elementary foreign language programs, in addition
to the Spanish Immersion programs at Key and Claremont and the Randolph Primary
Years IB Foreign Language program. So, over time, there will be budget implications.
for
ACI vote
against
13
abstaining
2
2
Foreign Language teachers and school principals were consulted on this and the other
recommendations. Principals and teachers strongly support the study of foreign
languages and cultures for all students and encourage students to become proficient in
another language through extended study of that language. Staff recognizes the
importance of beginning language study prior to the onset of puberty and maintaining an
extended study of the same language. The Arlington Public Schools offer a variety of
early language learning opportunities including first-language support for development
of literacy, Spanish immersion, the Randolph Elementary International Baccalaureate
Spanish program and the new elementary Spanish language pilot program. PTA
sponsored foreign language programs also provide additional opportunities for
elementary students to explore other languages and cultures. Staff recommends that
63
the Board underscore the importance of second or foreign language learning by
encouraging students to pursue the study of languages as part of their educational
program. Additionally, staff recommends the development of a policy statement that
includes a commitment to the study of long sequences of languages to enable students
to develop proficiency needed to effectively communicate with people from other
cultures.
The foreign language teachers and the Supervisor will develop and submit by May, 06
to the Assistant Superintendent a vision statement that reflects the nature of the three
guiding principles recommended by the Foreign Language Citizens’ Advisory
Committee in their 04-05 Advisory Committee Report.
RECOMMENDATION 2:
Authorize the purchase of the Standards-based Assessment and Measurement of
Proficiency (STAMP) online tool for an annual assessment of secondary language
students’ oral, written and reading proficiency in French, Spanish, Spanish for Fluent
Speakers and German
$10,000 (An estimated total of 660 third-year secondary students would be assessed at
a total cost of $8,000. In addition, approximately twenty secondary teachers would be
provided with ancillary resources, CLASSPAK, for a total one-time expenditure of
$2,000. Note that the Foreign Language Supervisor has submitted this same request to
the Assistant Superintendent for Instruction.
for
ACI vote
against
18
abstaining
0
1
Funding for the STAMP assessment of a random sample of selected levels of the
secondary foreign language program is in the Board’s FY06 adopted budget.
All level III modern language students will take the STAMP assessment of listening,
speaking, reading and writing skills in the Spring of 06. Results will be available in July.
RECOMMENDATION 3: Provide APS Foreign Language teachers with the necessary
training and technical and instructional support to more effectively utilize existing APS
resources, including software, hardware and peripherals.
64
$12,150
Approximately 4,700 students in the foreign language secondary program would be
benefited.
Audio Notes Recorder or similar software, @ 25.00 per computer, total $6,750
Headphones with Boom microphone @ 20.00 per headset, total $5,400
for
ACI vote
against
18
abstaining
0
1
Staff development funds have been allocated to provide foreign language teachers with
an extended series of workshops focused on the continued development of technical
skills. Teachers have expressed interest in learning how to develop and implement an
electronic portfolio for collection of student work and for learning how to implement keypal projects. Both opportunities will provide instructional support in areas of teacher
interest. In addition, teachers will be provided with support as they preview new
software available with adoption materials.
Two sets of 30 high quality headphones with microphones have been purchased for
each high school foreign language department and one set for each middle school
department to use in the computer labs for oral practice and assessment. Although
staff development funds are available to support continued development of technical
skills, only three teachers have expressed the desire or ability to participate in afterschool workshops. Since textbook adoption, scheduled this year, requires additional
meetings beyond the scheduled countywide and school based meetings, teachers’
commitment to this may have negatively influenced their availability to take on additional
activities. Workshops may be offered again in the Spring. Teachers will be provided
support as they preview new software available with adoption materials.
RECOMMENDATION 4: Adopt a statement in support of the study of less-commonly
taught languages, as well as establish Less -Commonly Taught Language Pilot
Activities through after-school enrichment programs in two elementary and two
secondary schools. The purpose of each pilot project would be to organize structured
language activities such as explicit instruction and conversation practice in lesscommonly taught languages.
65
$4,000 for pilot year ($1,000 for each of 4 sites. Each teacher advisor, 22.50 x 1hr.
x 30 weeks = $675 + $325 for texts and materials)
for
ACI vote
against
13
abstaining
4
2
Foreign Language teachers and school principals were consulted on this and the other
recommendations. Both teachers and principals have serious reservations about this
recommendation. Overall, teachers expressed the need for developing expertise in
languages considered critical to national security and they recognized the importance of
diversifying foreign language offerings. Teachers and others, however, believe that the
lesser-taught languages, like Arabic and Chinese, require concentrated study over a
long period of time for any real measure of proficiency to be attained and do not support
the addition of an after school activity for enrichment purposes in lieu of a proficiencybased program during the school day. Research supports this belief. Principals were
mixed in their opinions, with secondary principals expressing concern about the
availability of qualified staff for after school work, the recruitment of students and an
addition to an after school program that is already over-extended with so many
activities. Additional concerns included the expertise necessary for the development of
curriculum and materials and the ability to sustain enrollment in the program. Staff
recommends that where lesser-taught language programs currently exist, additional
support would be encouraged. Staff does not support this recommendation.
Funds were not allocated for pilot after-school enrichment type activities in Arabic and
Chinese languages. Student interest in studying languages other than those currently
taught in the Arlington Public Schools is being surveyed. If sufficient interest is
indicated, the addition of another language/s will be considered.
Committee Members
The seven voting members of the Committee, who worked collaboratively during 20042005 to develop and unanimously approve our four recommendations, are:
Karen Audant, Chair
Jeffrey Coupe
Kim DeBlauw
Paul Heinemann
Donald Hodgen
Susan Murphy
Keith Oberg
In addition, the Committee wishes to acknowledge the valuable support and assistance
of Mary Ann McCreery, the APS Foreign Language Supervisor and Marleny
Perdomo, the APS Spanish Immersion Coordinator.
66
GIFTED SERVICES
ADVISORY COMMITTEE RECOMMENDATION
2004-2005
The Gifted Services Advisory Committee’s recommendation for 2004-2005:
Take the required next step in implementing the Arlington gifted services
model by assigning a full-time gifted resource teacher to each elementary
school.
BUDGETARY IMPLICATION
11.5 FTE teachers = $248,500
ACI VOTE ON SOLE RECOMMENDATION:
for
ACI vote
against
21
abstaining
0
0
number 1 out of 14.
STAFF RESPONSE / SOLE RECOMMENDATION:
The School Board directed staff to prepare a budget study addressing the appropriate
staffing level for elementary Resource Teachers of the Gifted (RTG). In the time since
the budget study was completed in the fall of 2004, conditions with respect to budget
resources as well as enrollment have changed. In part because of these changes, the
Board decided not to fund the recommendations in the budget study.
In discussions it became clear that more work needed to be done in several areas with
respect to gifted services. These included:
• filling vacant gifted positions;
• effectively implementing and understanding the Arlington Public Schools gifted
services model;
• providing professional development to teachers for delivering differentiated
instruction; and
• expanding overlay staffing that does not provide direct instruction to students.
To address filling vacant positions, the School Board approved as part of its adoption of
the FY06 budget, funds to provide tuition and fees for four teachers (two elementary
and two secondary) to become certified in gifted services each 1-2 years (4 onesemester courses).
The Gifted Services Office is preparing to begin program evaluation in the fall of 2005.
This will provide an opportunity to evaluate in a systematic way the extent to which the
gifted services model is being implemented and the degree to which the model is
67
understood by staff and parents. This evaluation will likely include an examination of
teachers’ delivery of differentiated instruction.
The issue of overlay staffing transcends gifted services. Discussions about the efficacy
of such overlays in conditions of limited resources and declining enrollment will need to
take place among staff, the Board, and community.
STATUS:
The Gifted Services Office continues to examine the delivery of services to identified
gifted students and the classroom teachers who are the primary instructors of those
children.
•
•
•
•
•
In the FY06 School Board Adopted Budget, $15,000 was added to Personnel
accounts to be used in the recruitment of resource teachers for the gifted in the
development of a Gifted Endorsement Cohort. The Gifted Services Office is working
collaboratively with the APS Personnel recruitment specialist to advertise the
endorsement programs and seek out eligible candidates. This year’s funds are
being used to support all presently employed resource teachers for the gifted without
endorsements to finalize their course work at the University of Virginia Northern
Virginia campus; and the funds are being used to provide an avenue for classroom
teachers to become newly endorsed in gifted. Classroom teachers who complete
the Gifted Endorsement Cohort will be eligible to fill resource teacher for the gifted
positions, as they become available.
The Gifted Services Office, with the funding support of the Adventures of the
American Mind Grant, published two four-page brochures (one elementary and one
secondary), entitled “Best Practices Bulletin: Differentiated Instruction.
The
brochures were used at the Gifted Information Nights at all K-12 schools in the fall.
The brochures provide an overview to parents about how differentiation is used to
meet the needs of gifted students in the regular classroom. The brochure is also
being used in several workshops being sponsored by the Gifted Services Office.
The Gifted Services Office is presently writing the APS Gifted Services Five-Year
Plan, 2006-2011. The plan will be submitted for state review on June 30, 2006. This
plan includes examination of all aspects of Gifted Services, including the delivery
services model. In February, a committee of APS stakeholder groups will review a
draft of the document and provide additional feedback and input. The state peer
review process will be held in the summer or early fall of 2006. The state review
results will be returned to Arlington with recommendations for revisions. After
revisions are made, the plan will go to the APS School Board for approval in the late
fall, early winter of 2006.
The Gifted Services Office is working with the Planning and Evaluation Office on the
design of its Program Evaluation, which will be conducted in the 2006-2007 school
year. One of the primary questions under consideration within the evaluation design
is the effectiveness of the Gifted Services delivery implementation.
The Gifted Services Office continues to provide staff development to teachers for
delivering differentiated instruction for highly able learners. The office is conducting
seven three-session workshops (10 hours) and one Blackboard course (60 hours).
The office is also working in collaboration with other offices within the department of
instruction to provide support to staff development in differentiation. This includes a
68
presentation made to ACI on November 16, 2005. Additionally, the resource
teachers for the gifted continue to provide one-on-one staff development to teachers
and small group staff development at their school. For example, at one elementary
school, a fifteen-minute segment of each faculty meeting is devoted to a gifted
education concept or strategy. At one middle school, the resource teacher is
providing four mini-workshops, each focused on a different instructional strategy
appropriate for meeting gifted learner needs. At another middle school, the resource
teacher for the gifted is working with five teachers who have written PDPs on a
specific critical thinking strategy appropriate for instructing highly able learners.
The Gifted Services Office remains committed to the examination and improvement of
services for student eligible for gifted services.
Committee members:
Natalie Goldring
Julia Judish
Marie Wiljanen
Margaret Gilhooley, Staff Liaison
*****
69
HEALTH / PHYSICAL EDUCATION
2004-2005
Health and Physical Education Advisory Committee
Andrew Oatman, Co-Chair; Dana Carr, Co-Chair; Jayne Chase (staff, nonvoting member), Claire Cifalogio, Debbie DeFranco (staff, non-voting
member), Twila Gavin, Martha Taggart
Background
The Health and Physical Education Advisory Committee continues to seek
approaches to maximize the health and physical education (PE) opportunities for
Arlington County students. To help children understand and adopt healthy lifestyles,
including being active and eating well, Arlington County has remained committed to
providing high-quality health and physical education offerings for students from
elementary through high school levels.
Over the last several years, the focus on health and physical education in
schools has grown, due in part to the significant rise in the rate of overweight youth. The
U.S. Surgeon General recommends that youth accumulate at least 60 minutes of
moderate physical activity on most days of the week. Nearly half of young people aged
12-21 are not vigorously active on a regular basis and physical activity declines
dramatically with age during adolescence. This is much more so for female adolescents
than males. Nationally, only 19 percent of all high school students are physically active
for 20 minutes or more in physical education classes every day during the school week.
This inactivity, combined with poor diet, has contributed to the rapid rise in the
rate of overweight children, which has more than doubled in the past two decades. A
variety of solutions is necessary to address this growing problem, including increasing
the time and quality of physical education in schools, particularly for older students
when physical activity tends to decline.
For younger students, recess offers an additional opportunity for activity during
the school day. In addition to the benefits of activity, children’s unstructured play time
during recess is important for the development of social, emotional, and cognitive skills.
Although recess is unstructured, adults must be actively involved in supervision of
children for safety, encouragement, and the prevention or mitigation any issues such as
bullying or aggressive behavior that may arise.
In addition to increased opportunities for activity, students in the younger grades
need to establish a firm foundation in health education. It is a continuing goal of this
committee to ensure that Arlington students are adequately prepared in this curriculum
area. The goals of such preparation are to:
1. Protect and promote students’ individual health, prevent disease, and encourage
health maintenance;
70
2. Minimize students’ health risk behaviors in critical years (i.e., late elementary
through high school);
3. Build students’ awareness and encourage them to be sensitive to the health of
their families, friends, and communities;
4. Encourage students’ to utilize knowledge and benefit from access to health
information on a lifelong basis; and
5. Comply with Health Education Standards of Learning for Virginia Public Schools
pertaining to Kindergarten through Grade 5 (attached).
To best ensure that Arlington Students are optimally healthy, the Health and Physical
Education Advisory Committee offers the following recommendations.
Recommendations
RECOMMENDATION 1:
The Health and Physical Education curriculum should include courses to expand fitness
opportunities for 11th and 12th grade students. These courses should:
• Include a moderate to vigorous level of physical activity;
• Build on skills acquired in earlier grades;
• Incorporate fitness activities that students will enjoy and engage in outside of
school;
• Foster the concept of life-long fitness; and
• Provide opportunities for both group and individual physical activities.
Rationale:
According to the Centers for Disease Control, regular physical activity that is performed
on most days of the week reduces the risk of developing or dying from some of the
leading causes of illness and death in the US. Regular physical activity reduces the risk
or mitigates the effects of chronic diseases such as diabetes, heart disease, and some
cancers, improves mental health and psychological well-being, helps control weight
while building and maintaining healthy bones, muscles, and joints.
Schools must do their part to encourage activity, such as providing well-designed
programs to increase physical activity in physical education classes, an approach which
has been shown to be effective. In Arlington Public Schools, there is no Physical
Education requirement after 10th grade. The Arlington Youth Risk Behavior Survey
(YRBS) in 2004 indicated that 40 percent of 12th graders get insufficient exercise (i.e.
not even exercising moderately three times per week). Options for physical activity after
10th grade are essentially limited to sports participation and the elective weight training
classes.
This recommendation is consistent with the mission statement of the Health and
Physical Education Department of Instruction:
Arlington County Public School’s Health and Physical Education Department is
committed to educate students in becoming lifelong learners of wellness by participating
71
in activities that develop behaviors which encourage hood health, develop appropriate
social skills, and promote physical fitness in and outside the educational setting.
The recommendation is also consistent with the Department’s goal and objectives at the
high school level. In the 2002 Health and Physical Education Evaluation Report,
several findings were reported including:
•
•
•
•
•
•
No PE curriculum at the high school level.
Instruction was not seen to connect learning to the students’ present lives or to
the world beyond school.
The lack of assessment as a regular part of instruction.
69% of high school students reported poor or no instruction for the development
of personal fitness goals.
Half of high school students reported that they didn’t enjoy physical education
and did not believe it to be informative.
Minimal variety in activities being delivered.
This recommendation can be accommodated with the present physical education staff.
The only concern is that class sizes not increase when adding the additional courses.
Committee Vote
5 - Favor
0- Opposed
for
ACI vote
against
16
abstaining
2
1
Staff recognizes the need for opportunities for students to engage in physical activity
beyond grade ten. Courses such as these may help students to develop the skills and
competence to engage in a variety of lifetime fitness activities. Knowledge and skills
from the current PE 3/4 elective weight training and conditioning course will be
integrated into existing PE I and II courses. Given this, staff will consider student
interest and demand for adding PE electives that provide continued opportunities to
students to be physically active after grade ten.
Staff has recommended and the School Board has approved changes to the 2006-2007
High School Program of Studies to reflect the curriculum alignment and program
72
revisions. These course changes will provide students with the opportunity to
participate in physical activities for specific purposes, including options for specialized
movement courses that can be configured to meet the students' needs.
RECOMMENDATION 2:
All elementary students will be given at least 30 minutes of recess per day. Recess
should follow the Council on Physical Education for Children and the National
Association of Sport and Physical Education’s recommendations on recess 5 (outlined
below) and, whenever possible, be scheduled before lunch.
Rationale:
PE and recess should be complementary and experts recommend that both are
necessary for healthy children. The recommended 30 minutes need not be consecutive
and could be offered in segments throughout the day. Currently, Arlington County
Public Schools offer recess to students but there is no minimum time requirement.
Supervised recess offers children an excellent opportunity to engage in non-structured,
pro-social, age-appropriate physical activity, which can have a beneficial effect on
children's ability to focus on school. Some research suggests that children who do not
have recess are less able to concentrate on school tasks. Additionally, a recent study
showed that, in addition to the benefits to cognitive development, play time for kids
through recess benefits social and emotional development. 6
To achieve the maximum benefits of recess, Arlington County should adhere to the
Council on Physical Education for Children and the National Association of Sport and
Physical Education’s recommendations on recess1, which include:
1. Recess should not replace physical education;
2. Schools should develop schedules that allow for supervised, daily recess, which
should not interfere with use of instructional facilities. Also, whenever possible,
recess should not be scheduled consecutively with PE;
3. Recess should be viewed neither as a reward nor a punishment for students;
4. Schools should provide developmentally-appropriate equipment for recess, which
should be checked regularly for safety; and
5. Bullying or other aggressive behavior should be strictly prohibited during recess
and adults should intervene immediately when these behaviors occur.
Another approach to maximizing the benefits of recess is to schedule recess before
lunch. A recent study showed that when lunch is scheduled after recess, students
consume significantly more food and waste less than if they eat lunch prior to recess. In
this study, overall food waste decreased from 34.9% to 24.3%. The researchers also
observed that students reported more stomach aches and dizziness when recess was
5
National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education,
Recreation and Dance. Recess in Elementary Schools: A position paper of the Council on Physical Education for Children and the
National Association for Sport and Physical Education. NASPE: Reston, Virginia 2001.
6
Burdette H, Whitaker R. Resurrecting free play in young children. Archives of Pediatric and Adolescent Medicine. 2005;159:4650.
73
scheduled after lunch. The researchers conclude that students are less distracted when
they sit down to eat after recess. 7
None.
Committee Vote
5 - Favor
0- Opposed
for
ACI vote
against
17
abstaining
1
1
Staff supports research into whether implementation of this recommendation would
compromise elementary schools in meeting state Standards of Quality (SOQ)
mandates. Staff also recommends continued study of the issue by the School Health
Advisory Board as well as monitoring of inclusion of a daily mandated 30-minute recess
in the SOQ. Should research, study, and monitoring result in recommendations for a
mandated daily 30-minute recess, staff will assist schools in developing schedules to
accommodate the mandate. Staff cautions that early release Wednesdays likely
preclude recess on that day.
Staff has participated in the writing of the Wellness Policy, which will include a
statement on recess recommendations. Assistance will be provided to schools for
developing schedules to maximize time for recess without negatively impacting
instructional time.
RECOMMENDATION 3:
Arlington Public Schools should require at least 30 minutes health education instruction
per week at the elementary level (kindergarten through 5th grade). As part of meeting
this requirement, schools should be asked to
a) Report back on their instructional plan to meet this requirement;
b) Give strong thought to interdisciplinary, integrative teaching approaches;
c) Utilize elementary-level health specialist-consultants to plan and deliver health
curricula; and
d) Develop and make use of an array of additional resources, such as public health
nurses and community-based experts, for health instruction.
7
Getlinger M, Laughlin C, Bell E, Akre C, Arjmandi B. Food waste is reduced when elementary-school children have recess before
lunch. Journal of the American Dietetic Association. 1996;96(9):906-907.
74
Rationale:
Even with the incremental addition of new resources at the elementary level, such as
the 2004-2005 introduction of new health curriculum and textbooks, the application of
these resources is neither uniform nor consistent. Only through gradual and consistent
expansion of health education opportunities will the above-stated goals of elementarylevel health education be reached.
Therefore, the Health and Physical Education committee requests that ACI encourage
APS to introduce accountability for health education into the elementary level
instruction. In addition to requiring each school to provide 30 minutes weekly
instruction, we request that ACI and require each school to report back on its
instructional plan to meet this requirement.
In March 2003 this committee made the follow observations to ACI as part of
recommendations contained in that year’s final report:
Currently, health education in the elementary schools is problematic. There is no
accountability in the system and many teachers deliver alarmingly little of the
required curriculum. When the curriculum is delivered, it is without consistency
of content and without any evaluation. Despite the ready availability of human
resources (including the Public Health Nurses in the schools, health educators in
the Communicable Diseases Bureau of the Department of Human Services and
staff from non-profit community-based organizations), most teachers did not
invite these experts into the classroom as presenters or as co-presenters.
During the recent HPE evaluation, elementary teachers reported that they were
discouraged about class time restrictions and a lack of appropriate resources and
materials available to them. It is understandable that many elementary
classroom teachers feel unprepared for their role as health education teachers.
(HPE Advisory Committee Report, March 2003)
The same report noted that throughout APS, including the elementary level, “Health
Education, including Family Life Education, is not currently being seen as an
instructional priority, and as a result, it is not being taught effectively and consistently.
Many teachers have expressed dissatisfaction with the current program; while others
would prefer not to teach it at all.”
The Health and Physical Education Evaluation Report released in October 2002
concluded, “Health Education in the elementary schools was not consistent.” Time
restrictions, a lack of appropriate materials, and the lack of accountability discouraged
mandated instruction. (Eval Report, Oct. 2002)
In response to these observations, the ACI committee in March 2003 approved by
unanimous vote two pertinent HPE Curriculum Advisory Subcommittee’s
recommendations:
75
1. That APS hire 3 FTE “Health Specialists/Consultants” at the elementary level for the
2003-2004 school year.
2. That APS institute a policy requiring that a minimum of one staff development activity
for elementary level teachers be in one of the following health-related subject areas:
Family Life Education; Substance Use/Abuse; Childhood Depression, Suicide, Current
Research and Findings on Health Topics, and Connecting Health Instruction to
Students’ Lives.
Although these recommendations were not adopted, the committee considers these a
priority and continues to support these approaches to improving the delivery of health
education to elementary school students. The committee acknowledges that the primary
responsibility for health education at the elementary level lies with the primary
classroom teacher, with the support of the school principal. However, we urge that
each school, within its own unique environment, develop a constructive, collaborative
approach to meeting this new requirement, one that will draw in other faculty as well as
administrative staff to participate in and monitor the health education endeavor. In
addition, we strongly encourage that all existing resources, including those previously
set in motion by this committee, be utilized.
None.
Committee Vote
5 - Favor
0- Opposed
for
ACI vote
against
12
abstaining
4
3
Staff supports that sufficient time be devoted to health instruction in order to meet
curricular goals and objectives that would, on average, be 30 minutes per week. The
new textbooks (2004-05 implementation) and revised curriculum reflecting the
Understanding by Design framework (2004-05 implementation) have provided health
education with the support that was requested by elementary teachers. Staff
recognizes the crowded elementary curriculum and has incorporated interdisciplinary
instructional strategies within the revised curriculum. Staff has also suggested the use
of the health textbook in the assigned nightly reading component of a student's
homework assignment.
Schools have received new health textbooks, a revised curriculum integrating
interdisciplinary lessons, staff development, and communication with principals to
76
support the delivery of health education. In addition, staff has encouraged schools to
utilize professionals to deliver health education in programs, such as "Too Smart to
Start," and suggestions for presenters (school nurses, counselors, Partnership, School
Resource Officers).
RECOMMENDATION 4:
The Physical Education Equipment Repair/Replacement Account is increased to
maintain the physical education program's needs. These accounts are used to repair
and replace (if necessary) the worn, broken, lost, and/or damaged physical education
equipment at all levels.
Rationale:
Based on the recommendation from the Health and Physical Education Evaluation
Report in 2002, additional physical education equipment for secondary students is
needed to align the curriculum with the state Standards of Learning and to support an
emphasis on lifelong wellness. Arlington Public Schools' physical education program is
on the edge of a national reform movement loosely known as "the new PE" which
emphasizes collaborative, cooperative and lifetime activities. The "New PE" emphasizes
personal improvement and lifelong activities. The program embraces activities such as
aerobics, jogging, swimming, weight training, dance, biking, kayaking, adventure
education, climbing walls, low ropes courses, golf, tennis, and many more lifetime and
fitness activities.
Funds were provided in the fiscal year 2004 to purchase equipment for each secondary
school. Equipment purchased included pedometers, fitness and weight equipment,
bikes, and equipment for lifetime activities. Over time and with use, the new equipment
will require repair and replacement. It is imperative that funds be available to sustain
the revised physical education curriculum and program. There is starting to be a
linkage with physical education being part of the solution to the problem of obesity. The
"New PE" is the initiative that will personalize physical activity for students, but the
program will need the adequate funds to be supported and maintained.
The present planning factor for 2004-2005 and the proposed increase are listed in the
table.
PHYSICAL EDUCATION EQUIPMENT REPAIR/REPLACMENT
BUDGET PLANNING FACTOR
GRADE LEVEL
PRESENT
PROPOSED
BUDGET
INCREASE
Elementary
$175/school
$200/school
$ 500.00
$1.50/student
$1.65/student
$1,300.65
Middle
$350/school
$400/school
$ 300.00
$2.00/student
$2.40/student
$1,540.00
High
$525/school
$575/school
$ 200.00
$2.00/student
$2.50/student
$2,502.00
TOTAL
$6,342.65
77
Committee Vote
5 - Favor
0- Opposed
for
ACI vote
against
18
abstaining
0
0
Staff has followed the recommendations of the Health and Physical Education
Evaluation Report (2002) to purchase equipment to be used with the revised curricular
programs. The new equipment replacement and repair will need to be maintained to
ensure effective program delivery. These costs may be more than previous
expenditures since the new equipment involves technology (ex. pedometer batteries)
and resources (ex. mulch & annual inspections of adventure courses) costing more than
"traditional" physical education equipment. Staff does not yet know if the replacement
costs will increase since replacement schedules may be extended. The Supervisor,
Health and Physical Education, must now approve all expenditures from the school
Physical Education replacement equipment accounts. Account balances and
expenditures will be monitored to determine if additional planning factor funds are
needed to maintain the equipment.
The Supervisor for Health, Physical Education and Athletics is monitoring the physical
education equipment replacement and repair accounts to determine if additional
planning factor funds are needed. At this time, all schools continue to have funds
available and appear to have sufficient funds to meet their needs. Staff will continue to
monitor these accounts.
*****
78

Our committee continues to focus on providing exemplary arts education... children in the Arlington Public School system STATUS REPORT ON THE

Transcription

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