The Associated Press recently released a report identifying "Dropout Factories"; high schools where less than 60% of the freshmen that enter, graduate in four years. The truth of the matter is dropout rates have maintained or even declined over the past several decades. This has not been accidental; state and local education agencies have made a concerted effort over the past twenty years to identify potential dropouts and provide them with resources to help them succeed. So why are we concerned?
Today, when a student walks out without a diploma, it is an indication of not only their failure but also our failure to instill in them the inspiration, motivation and perseverance required to complete rigorous studies. It is also an indication of the lack of emphasis local society places on a high school diploma. Thirty years ago a dropout had many opportunities to enter the workforce in jobs that required minimal skills and paid a living wage. A dropout today faces a job market that requires a worker to be highly skilled, able to work in teams, solve problems, and be highly productive. Today's dropout is almost guaranteed to live at or below the poverty level, requiring social services and public assistance.
Why do students drop out? At some point in time expectations for that child were lowered. Sometimes parents tell me: "I didn't need a diploma". Often times when students meet with difficulties, the path of least resistance is the path the student chooses- unless someone encourages another route. I spoke in an earlier article about the importance of community and faith-based organizations in our children's lives. If a family, a school, and a community will have high expectations then that child is almost assured of success.
The schools have a primary responsibility, however, to cultivate the expectation to succeed. There are obvious things that we as educators do to help. Each high school and feeder school has a Dropout Prevention Coordinator who identifies students "at risk" of dropping out of school. The Coordinators make home visits whenever a student has a substantial number of absences
We have social workers and school psychologists who help us identify difficult personal or environmental situations that often contribute to dropping out. We have an enforceable truancy policy and students are notified in writing when 3, 6 and 10 absences have been verified. We also have caring, dedicated guidance counselors who develop personal relationships with the students and continue to be our first line of defense in the war against dropouts.
In addition, we also prevent dropouts in other ways. Our athletic programs continue to expand in both middle and high school. This is crucial to many of our students because sports can keep them interested in academics, and our committed coaches provide constant counseling and motivation to all players on the "bubble". Our arts education programs and career/technical education programs provide students with motivating study and real world skills. Our JROTC programs provide discipline and leadership. If a child is actively involved and feels connected, the greater the likelihood that he/she will stay in school. By developing varied and interesting course offerings, and expanding extra-curricular opportunities, we hope that every student feels a sense of belonging at school.
Our schools are not “Drop out Factories”. There are not students streaming out of our schools without diplomas. But let’s ignore the numbers about dropouts, except for one and zero. If even one child fails to graduate, then society suffers and it will only be when the dropout rate is zero that we have had success. Until that happens we will continue to ensure that each child has every possible opportunity to graduate.
Wednesday, December 12, 2007
Thursday, November 15, 2007
School Version 2.0 – American Education Week
Last week was American Education Week, a time for celebrating the important work that our teachers and administrators carry out everyday. Education as we have all witnessed in our lifetimes, has changed a great deal. The demands placed on teachers and administrators have also changed, and continue to transform today; to be sure the future will bring about more change.
Our website has an archive section (http://www.columbus.k12.nc.us/archives.htm) that shows images of the past and includes a concise history of education in Columbus County from 1808 to 1977 (we are in the process of recording the history from 1977 to present). It is amazing to see the schools and educators from fifty, sixty or even a hundred years ago, striving to do then what we are still striving to do today: improve the quality of life of children through education.
In the early 1900’s, schools were heated by wood stoves, the “curriculum” consisted of mostly rote recitation with all grades in one or two rooms, and farmers were contracted to bring students to school on flatbed trailers, rain or shine! Teachers typically were unmarried with little home responsibilities, and the school year lasted around six months. There were no standardized tests, students were given the three R’s, and the focus was quite honestly on creating functioning citizens. A high school diploma was not commonplace, and most students achieved 6th grade educations at best. Principals during this time were typically father figures who were responsible for punishments and handing out pay and the like, but did not necessarily get involved in the day to day functioning of the classroom.
Fast forward to today, and the differences are mind-blowing. The vast majority of our students take EOC or EOG exams once or twice a year. Teachers (and principals) are held accountable for a vast array of test scores, are responsible for continuous professional growth through staff development and courses, deal with mountains of paperwork on a daily basis, and also must find ways to teach material many different ways in order to accommodate the different learning styles that have emerged. Teacher assistants can no longer sit at a desk and grade papers like they did a few decades ago, but must engage students in learning to the same degree the classroom teacher is engaging the students. At the end of day the majority of our teachers also go home to a family where they, in a sense, start their “second day”. Principals are no longer just the “head of the school” but rather function as the instructional leader. Principals are engaged WITH teachers in developing new ideas , and strategies- not just pointing out what is wrong. Principals have their primary focus on the quality of instruction, not just discipline. At the end of the day, they too go home, unless there is a ball game, or performance or an after-school activity. On my way home or out of town, I always see cars in the parking lot of our schools well after the final bell, as I do early in the morning before the first bell, often before first light. In my classroom walkthroughs I have observed over and over the great concern that all of our staff have for each aspect of their student’s lives. It is true that teachers and principals were dedicated in the early part of the last century, but in today’s society, we know so much more, not only about the world, but about how children learn- and I am awe-struck by how well our teachers, administrators and support staff adapt to the many changes that have and are taking place.
In this week of Thanksgiving, I guess our thoughts always turn toward reflection and thoughts of gratitude. Among the many blessings that our county shares are the men and women who enter our schools every day. They are the most important part of our school system, and are among the most important people in our children’s lives. Thanks for listening; I welcome your comments.
Last week was American Education Week, a time for celebrating the important work that our teachers and administrators carry out everyday. Education as we have all witnessed in our lifetimes, has changed a great deal. The demands placed on teachers and administrators have also changed, and continue to transform today; to be sure the future will bring about more change.
Our website has an archive section (http://www.columbus.k12.nc.us/archives.htm) that shows images of the past and includes a concise history of education in Columbus County from 1808 to 1977 (we are in the process of recording the history from 1977 to present). It is amazing to see the schools and educators from fifty, sixty or even a hundred years ago, striving to do then what we are still striving to do today: improve the quality of life of children through education.
In the early 1900’s, schools were heated by wood stoves, the “curriculum” consisted of mostly rote recitation with all grades in one or two rooms, and farmers were contracted to bring students to school on flatbed trailers, rain or shine! Teachers typically were unmarried with little home responsibilities, and the school year lasted around six months. There were no standardized tests, students were given the three R’s, and the focus was quite honestly on creating functioning citizens. A high school diploma was not commonplace, and most students achieved 6th grade educations at best. Principals during this time were typically father figures who were responsible for punishments and handing out pay and the like, but did not necessarily get involved in the day to day functioning of the classroom.
Fast forward to today, and the differences are mind-blowing. The vast majority of our students take EOC or EOG exams once or twice a year. Teachers (and principals) are held accountable for a vast array of test scores, are responsible for continuous professional growth through staff development and courses, deal with mountains of paperwork on a daily basis, and also must find ways to teach material many different ways in order to accommodate the different learning styles that have emerged. Teacher assistants can no longer sit at a desk and grade papers like they did a few decades ago, but must engage students in learning to the same degree the classroom teacher is engaging the students. At the end of day the majority of our teachers also go home to a family where they, in a sense, start their “second day”. Principals are no longer just the “head of the school” but rather function as the instructional leader. Principals are engaged WITH teachers in developing new ideas , and strategies- not just pointing out what is wrong. Principals have their primary focus on the quality of instruction, not just discipline. At the end of the day, they too go home, unless there is a ball game, or performance or an after-school activity. On my way home or out of town, I always see cars in the parking lot of our schools well after the final bell, as I do early in the morning before the first bell, often before first light. In my classroom walkthroughs I have observed over and over the great concern that all of our staff have for each aspect of their student’s lives. It is true that teachers and principals were dedicated in the early part of the last century, but in today’s society, we know so much more, not only about the world, but about how children learn- and I am awe-struck by how well our teachers, administrators and support staff adapt to the many changes that have and are taking place.
In this week of Thanksgiving, I guess our thoughts always turn toward reflection and thoughts of gratitude. Among the many blessings that our county shares are the men and women who enter our schools every day. They are the most important part of our school system, and are among the most important people in our children’s lives. Thanks for listening; I welcome your comments.
Wednesday, October 31, 2007
School Version 2.0 - Career/Technical
Many of you read the great test results coming out of Columbus County Schools Career and Technical Education Program. Out of all the programs in the state, our CTE program ranks 5th with regards to test scores. It is truly a remarkable achievement for our teachers and especially our students.
Thirty years ago, vocational education as it was known then, meant basically some basic farming and “shop” classes and some “home ec”. Students were not tested in a standardized manner, and many vocational classes were suited for students who were looking to graduate from school and go to work with a limited set of skills. Today, our Career and Technical Education program offers a highly specialized training and rigorous curriculum. Our students can graduate with certification in Auto Mechanics, Computer Networking, Health Occupations, Early Childhood Development, and Food Safety. These nationally-recognized programs provide many students with the ability to enter specialized fields when they graduate, or prepares them to enter specialized technical schools; many of these students also go on to four year programs. Our CTE programs offer many other skills; our schools build houses from the ground up learning every aspect of construction, our horticulture programs combine modern science with the traditional agricultural practices of our local communities, and computer applications students learn extensive computer skills that will become necessary in any career in the future. The days of the traditional shop class are over; CTE students are now learning math, science and english within the context of courses that demonstrate how these concepts apply to the real world.
Why are these programs so successful? What does it tell us about students and learning?
I honestly believe that these programs have been successful because they are rigorous and relevant. Anyone who has been on a CTE classroom or read the questions on one of these exams can attest to the rigor that the CTE curriculum demands. These classes all involve students in active engagement using real, tangible examples that encourage intellectual connections. Exceptional children who enter our CTE programs have a mastery rate of almost 60%. If education is about interaction and connection, then no child is left behind. We are working toward the goal of making all students successful by providing them with more relevance, more hands-on activities and as a result, more engagement- in all classes.
The 21st century is an exciting time in education; we need not fear it. We must embrace the future by continuing to teach our students to think, interact and make connections. Our Career and Technical Education Programs are a great example of how we as educators can adapt from the traditional model of education to the new. It is an inspiration which will help propel all of us forward.
Thirty years ago, vocational education as it was known then, meant basically some basic farming and “shop” classes and some “home ec”. Students were not tested in a standardized manner, and many vocational classes were suited for students who were looking to graduate from school and go to work with a limited set of skills. Today, our Career and Technical Education program offers a highly specialized training and rigorous curriculum. Our students can graduate with certification in Auto Mechanics, Computer Networking, Health Occupations, Early Childhood Development, and Food Safety. These nationally-recognized programs provide many students with the ability to enter specialized fields when they graduate, or prepares them to enter specialized technical schools; many of these students also go on to four year programs. Our CTE programs offer many other skills; our schools build houses from the ground up learning every aspect of construction, our horticulture programs combine modern science with the traditional agricultural practices of our local communities, and computer applications students learn extensive computer skills that will become necessary in any career in the future. The days of the traditional shop class are over; CTE students are now learning math, science and english within the context of courses that demonstrate how these concepts apply to the real world.
Why are these programs so successful? What does it tell us about students and learning?
I honestly believe that these programs have been successful because they are rigorous and relevant. Anyone who has been on a CTE classroom or read the questions on one of these exams can attest to the rigor that the CTE curriculum demands. These classes all involve students in active engagement using real, tangible examples that encourage intellectual connections. Exceptional children who enter our CTE programs have a mastery rate of almost 60%. If education is about interaction and connection, then no child is left behind. We are working toward the goal of making all students successful by providing them with more relevance, more hands-on activities and as a result, more engagement- in all classes.
The 21st century is an exciting time in education; we need not fear it. We must embrace the future by continuing to teach our students to think, interact and make connections. Our Career and Technical Education Programs are a great example of how we as educators can adapt from the traditional model of education to the new. It is an inspiration which will help propel all of us forward.
School Version 2.0 - Community Involvement
There was a time, not long ago, when community involvement in schools meant bake sales at the PTA, and reverse raffles at football games. Schools were not really expected to be active members of the community, and a few interested people did most of the “volunteer” work at the school.
Times have indeed changed. Our schools rely heavily on the involvement of ALL members of the community, in order to best meet the needs of our children. The world in which we live in is full of challenges, and it requires teachers, principals, parents, business/community members, church members and mentors to help prepare our students for tomorrow’s world. Unlike the past, we must ensure that ALL students have access to college. A child that drops out of school in 2007 has a very bleak future; this should simply not be an option for any student. Research has shown that drop-outs cost hundreds of millions of dollars annually to our economy. We have many safeguards and support systems in place to prevent this from happening, but ultimately we rely on the student’s community to provide support. If all the adults in a child’s life expect success- then that success is almost assured.
In turn, our community relies on our schools to provide not only education, but training in specialized fields. (I’ll be speaking about this in a future article.) As our county continues to grow, and industry ponders establishments in Columbus County, the quality of education in the area could be a deal-maker or a deal-breaker. Most of these industries will not want someone that can just labor, but rather an employee that has critical thinking and problem-solving skills.
Our approach to these challenges is simple: involve as many people from as many different areas as possible, and build partnerships with local business and commerce. I have formed Advisory Councils for parents, students, teachers, principals and business and industry. In these meetings, we have frank discussions about the direction of our schools. I rely heavily on these councils to determine the success of on-going programs and to determine the potential success of future programs.
We have also joined all chambers of commerce in the area. We work closely with the Economic Development Commission and the Committee of 100 as well as the Small Business Center of Southeastern Community College. In addition, we are partners with the North Carolina Museum of Forestry, Columbus Regional Healthcare System and International Paper. One of the first questions I ask when speaking with these groups is, “How can the schools help?” We then in turn use these responses to help guide our long- term improvement plans. Additionally, I am dedicated to meeting with any group that has concerns or simply wants information. I have an open door policy with all partners and the media.
I hope that each of you, whether you have children or not, will become involved in the lives of the young people in your community. In the past, the most important volunteer work happened in the school. We still need that involvement, but in the 21st century, we need volunteers in the churches, at the ball games and on the street, encouraging our students to succeed. In return, we pledge that our school system will listen and be responsive to the needs of the community and will supply our children with the skills they need to survive and flourish.
Thanks for listening; please feel free to comment on my blog at drstrickland.blogspot.com.
Times have indeed changed. Our schools rely heavily on the involvement of ALL members of the community, in order to best meet the needs of our children. The world in which we live in is full of challenges, and it requires teachers, principals, parents, business/community members, church members and mentors to help prepare our students for tomorrow’s world. Unlike the past, we must ensure that ALL students have access to college. A child that drops out of school in 2007 has a very bleak future; this should simply not be an option for any student. Research has shown that drop-outs cost hundreds of millions of dollars annually to our economy. We have many safeguards and support systems in place to prevent this from happening, but ultimately we rely on the student’s community to provide support. If all the adults in a child’s life expect success- then that success is almost assured.
In turn, our community relies on our schools to provide not only education, but training in specialized fields. (I’ll be speaking about this in a future article.) As our county continues to grow, and industry ponders establishments in Columbus County, the quality of education in the area could be a deal-maker or a deal-breaker. Most of these industries will not want someone that can just labor, but rather an employee that has critical thinking and problem-solving skills.
Our approach to these challenges is simple: involve as many people from as many different areas as possible, and build partnerships with local business and commerce. I have formed Advisory Councils for parents, students, teachers, principals and business and industry. In these meetings, we have frank discussions about the direction of our schools. I rely heavily on these councils to determine the success of on-going programs and to determine the potential success of future programs.
We have also joined all chambers of commerce in the area. We work closely with the Economic Development Commission and the Committee of 100 as well as the Small Business Center of Southeastern Community College. In addition, we are partners with the North Carolina Museum of Forestry, Columbus Regional Healthcare System and International Paper. One of the first questions I ask when speaking with these groups is, “How can the schools help?” We then in turn use these responses to help guide our long- term improvement plans. Additionally, I am dedicated to meeting with any group that has concerns or simply wants information. I have an open door policy with all partners and the media.
I hope that each of you, whether you have children or not, will become involved in the lives of the young people in your community. In the past, the most important volunteer work happened in the school. We still need that involvement, but in the 21st century, we need volunteers in the churches, at the ball games and on the street, encouraging our students to succeed. In return, we pledge that our school system will listen and be responsive to the needs of the community and will supply our children with the skills they need to survive and flourish.
Thanks for listening; please feel free to comment on my blog at drstrickland.blogspot.com.
Friday, October 19, 2007
CTE Scores
The growth of VOCATS scores in our Career/Technical Education has been phenomenal. At present our system ranks 5th in the state.
Here is our official press release. Keep up the good work!
**NEWS RELEASE**
COUNTY SCHOOLS CAREER-TECH TEST SCORES RANK
5TH IN THE STATE AND 1ST IN THE REGION
23 school systems make up the southeast region where the percentage of students performing at level III or above on end of course tests, range from 46.1% to Columbus County leading with 80.6%. Statewide the scores range from 37.5% TO 83.4%. Columbus County’s Career-Technical Education end-of-course test scores have increased a phenomenal 11.6% over last year resulting in an 18.6% increase in the past 6 years; significant enough to place Columbus County’s Career-Technical Education rank first in the Southeast Region and 5th in the State!
Keith Jefferys, Director of Career-Technical education said “Columbus County Career-Technical Education has been involved with end of course testing for the past 16 years; longer than any other program area. Results from the data have shown steady improvement every year since 2000. Teachers have utilized this data to improve the way students learn and the way information is delivered.” Career-Technical education offers credentialing in all program areas and our focused curriculum provides students a no-nonsense approach to their career aspirations. Students use up-to-date equipment in live-project simulations giving them practical application experience they can transfer to post-secondary education or work immediately after high school.
“Columbus County Career-Technical Education is committed to providing students a quality educational experience. We are proud to say that Career-Technical Education in Columbus County Schools continues to rank among the leaders by providing quality program choices to students”, Jefferys said. Jefferys went on to say, “Our professional teaching staff is well aware of the challenges our students will face in the highly competitive job market and they are prepared to help students reach their full potential. Our award winning College Tech Prep Programs prepare students to make a seamless transition from High School to the Community College and beyond.” Career-Technical Education foundation courses at the middle grade level provides students’ workplace readiness and work-skill basics in order to help them make wise decisions while choosing courses of study that will lead them down the pathway to a rewarding career. Competency-based courses are offered in five program areas, with each having school-based and work-based learning opportunities.
Dr. Dan Strickland, Superintendent stated “we have put a tremendous amount of effort into improving our Career-Technical education programs over the last fifteen years and the outcome is looking very bright. Our teachers have persevered through dedication and diligence. Our students have met the challenge and proven that they can excel.” Statewide data shows that proficiency levels range from 37.5% to 83.4% and Columbus County is among the leaders with 80.6% performing at level III or better. We are seeing steady increases each year. That being said, I am pleased we are moving in the right direction and look forward to continued student success in the years to come.
Superintendent Strickland said, “Career-Technical Education is an essential part of a student’s overall curriculum. Math, English, Science and Social Studies are all important academic skills and through our Career-Technical Education programs, students experience the rigor, relevance and relationships essential to the transference of those skills to employment.”
Dr. Strickland went on to say, “Career-Technical Education will play an important role in the new courses of study from the Department of Public Instruction and in the County’s Strategic Improvement Plan. We will continue to support and improve programs in order to provide students the best possible preparation for their career choice.” Columbus County’s Career-Technical Education programs serve over 3,500 students in grades 7-12 through 5 major program areas and 40+ course offerings.
Here is our official press release. Keep up the good work!
**NEWS RELEASE**
COUNTY SCHOOLS CAREER-TECH TEST SCORES RANK
5TH IN THE STATE AND 1ST IN THE REGION
23 school systems make up the southeast region where the percentage of students performing at level III or above on end of course tests, range from 46.1% to Columbus County leading with 80.6%. Statewide the scores range from 37.5% TO 83.4%. Columbus County’s Career-Technical Education end-of-course test scores have increased a phenomenal 11.6% over last year resulting in an 18.6% increase in the past 6 years; significant enough to place Columbus County’s Career-Technical Education rank first in the Southeast Region and 5th in the State!
Keith Jefferys, Director of Career-Technical education said “Columbus County Career-Technical Education has been involved with end of course testing for the past 16 years; longer than any other program area. Results from the data have shown steady improvement every year since 2000. Teachers have utilized this data to improve the way students learn and the way information is delivered.” Career-Technical education offers credentialing in all program areas and our focused curriculum provides students a no-nonsense approach to their career aspirations. Students use up-to-date equipment in live-project simulations giving them practical application experience they can transfer to post-secondary education or work immediately after high school.
“Columbus County Career-Technical Education is committed to providing students a quality educational experience. We are proud to say that Career-Technical Education in Columbus County Schools continues to rank among the leaders by providing quality program choices to students”, Jefferys said. Jefferys went on to say, “Our professional teaching staff is well aware of the challenges our students will face in the highly competitive job market and they are prepared to help students reach their full potential. Our award winning College Tech Prep Programs prepare students to make a seamless transition from High School to the Community College and beyond.” Career-Technical Education foundation courses at the middle grade level provides students’ workplace readiness and work-skill basics in order to help them make wise decisions while choosing courses of study that will lead them down the pathway to a rewarding career. Competency-based courses are offered in five program areas, with each having school-based and work-based learning opportunities.
Dr. Dan Strickland, Superintendent stated “we have put a tremendous amount of effort into improving our Career-Technical education programs over the last fifteen years and the outcome is looking very bright. Our teachers have persevered through dedication and diligence. Our students have met the challenge and proven that they can excel.” Statewide data shows that proficiency levels range from 37.5% to 83.4% and Columbus County is among the leaders with 80.6% performing at level III or better. We are seeing steady increases each year. That being said, I am pleased we are moving in the right direction and look forward to continued student success in the years to come.
Superintendent Strickland said, “Career-Technical Education is an essential part of a student’s overall curriculum. Math, English, Science and Social Studies are all important academic skills and through our Career-Technical Education programs, students experience the rigor, relevance and relationships essential to the transference of those skills to employment.”
Dr. Strickland went on to say, “Career-Technical Education will play an important role in the new courses of study from the Department of Public Instruction and in the County’s Strategic Improvement Plan. We will continue to support and improve programs in order to provide students the best possible preparation for their career choice.” Columbus County’s Career-Technical Education programs serve over 3,500 students in grades 7-12 through 5 major program areas and 40+ course offerings.
School: Version 2.0
Last time we talked, I mentioned to you about the changes that are occurring in our schools as we move forward in this century. Today I would like to discuss some examples of how times are changing and how that translates into the classroom.
Perhaps the most important initiative we have implemented here in Columbus County Schools is to shift our focus off of teachers and teaching and onto students and learning. If we pay close attention to the level of engagement of each child, we are assured of heading in the right direction. The straight rows and dusty chalkboards of the past are giving way to desks in circles and computer screens. If we are to prepare our students for the future, our classrooms must change in structure and substance. We are asking our teachers to make student engagement their top priority by using more hands-on, relevant learning activities. In order to accurately track this level of engagement, each one of our principals conduct frequent “walkthroughs” using a handheld computer. The principal does not focus on what the teacher is doing (the old way) but focuses instead on what the student is doing. This information is uploaded to a central computer where the principal, myself and others can view trends occurring in all classrooms, and make adjustments accordingly. Our central office staff assists the principal by participating in these walkthroughs and offering outside perspectives. The ultimate goal is to raise the level of engagement of each individual student, and thereby raising the overall achievement of each individual student.
Of course measuring engagement itself does not give the entire picture. The students must be assessed individually to determine the level of achievement. This cannot happen just a few times a year. It must be ongoing, and must give the teachers (and parents) the data they need to focus on areas of weaknesses. In grades 3-8, every child is benchmarked at several points throughout the year using web-based testing software. This software provides the information needed to tailor instruction to meet every child’s need. It also gives our parents a specific record of progress and helps guide their efforts in preparing their children for end-of-course tests. We are currently developing benchmarks in grades 9-12; because of the complexity the high school curriculum this will be an ongoing process, but one to which we are fully committed.
I look forward to continued discussions with you as I share the good news coming from our school system. Feel free to comment at drstrickland.blogspot.com, or contact me directly.
Perhaps the most important initiative we have implemented here in Columbus County Schools is to shift our focus off of teachers and teaching and onto students and learning. If we pay close attention to the level of engagement of each child, we are assured of heading in the right direction. The straight rows and dusty chalkboards of the past are giving way to desks in circles and computer screens. If we are to prepare our students for the future, our classrooms must change in structure and substance. We are asking our teachers to make student engagement their top priority by using more hands-on, relevant learning activities. In order to accurately track this level of engagement, each one of our principals conduct frequent “walkthroughs” using a handheld computer. The principal does not focus on what the teacher is doing (the old way) but focuses instead on what the student is doing. This information is uploaded to a central computer where the principal, myself and others can view trends occurring in all classrooms, and make adjustments accordingly. Our central office staff assists the principal by participating in these walkthroughs and offering outside perspectives. The ultimate goal is to raise the level of engagement of each individual student, and thereby raising the overall achievement of each individual student.
Of course measuring engagement itself does not give the entire picture. The students must be assessed individually to determine the level of achievement. This cannot happen just a few times a year. It must be ongoing, and must give the teachers (and parents) the data they need to focus on areas of weaknesses. In grades 3-8, every child is benchmarked at several points throughout the year using web-based testing software. This software provides the information needed to tailor instruction to meet every child’s need. It also gives our parents a specific record of progress and helps guide their efforts in preparing their children for end-of-course tests. We are currently developing benchmarks in grades 9-12; because of the complexity the high school curriculum this will be an ongoing process, but one to which we are fully committed.
I look forward to continued discussions with you as I share the good news coming from our school system. Feel free to comment at drstrickland.blogspot.com, or contact me directly.
Sunday, September 23, 2007
Trip to China
Over the summer, I was fortunate enough to be selected as a member of the Chinese Bridge Delegation, a group of superintendents from across the country who traveled to China to view the cultural and educational aspects of China. One of the things that stuck with me as I traveled back to the states is how well China is doing with education. Most of their students are very aware of other cultures and many speak very fluent English. It is clear if we are to compete with China on the global stage, we must focus on making our children competitive by giving the same exposure to other cultures as students in China receive. In short we must strive to teach our children how to survive in a world that is becoming more and more diverse as technology shrinks the distances between cultures.Below is the press release about my participation. I feel very fortunate to have had the opportunity to travel to China, and I feel that the lessons I learned there so many thousands of miles away will serve me here in Columbus County.
Destination China: Local Educator Among 50 Nationwide Superintendents to Gain Firsthand Knowledge of the People’s Republic of China With Summer Tour Program Seeks to Build, Expand Chinese Foreign Language Programs in Local U.S. Schools
Columbus County, North Carolina—Dr. Dan Strickland, Superintendent of Columbus County Schools is one of 50 nationwide superintendents who will travel to China for a one-week tour in an effort to build and expand Chinese language programs in U.S. schools. In its second year, the Chinese Bridge Delegation aims to expose school decision-makers to the rich history and culture of a country whose language is the most widely spoken in the world. Ultimately, the sponsors who take part in this program aspire to foster a better understanding of Chinese culture and fluency in the language among U.S. students. With more than 800 delegates scheduled for this year’s trip, set for June 24 through July 2, participation has doubled since last year. A variety of educators, including teachers, administrators and language coordinators, will begin their tour in Beijing and then travel to other cities and provinces where they will meet with local education commissions. Participants will have an opportunity to talk with Chinese education leaders, build sister schools and network with other U.S. educators who are working toward the same goal of offering Chinese language programs to their students. “We hope this program will eventually help to offer more students in our country the opportunity to become fluent in the most widely spoken language in the world,” said College Board President Gaston Caperton. “We’re building a bridge that will aid in strengthening our ties, our future economic partnerships and our appreciation of our respective cultures.” Beyond cultural enrichment, the trip will also provide incentives and strategies for educators to return to the United States better equipped to support the growth of Chinese language and culture programs in their own districts. Chinese is the national language of the more than 1.3 billion inhabitants of China and millions more ethnic Chinese around the world. While more than 200 million Chinese schoolchildren are studying English—often begun as early as the second grade—experts estimate no more than 50,000 U.S. students are studying Chinese. As stated by Dr. Strickland, “both the motto, “Preparing Today’s Students for Tomorrow’s World” and the mission statement for Columbus County Schools, “to instill in students the academic and social skills essential for responsible and productive citizenship in a global society,” are aligned with the North Carolina strategic goal for preparing students for the 21 century in a global society and are reflective of our commitment to promote global awareness. In order to adequately prepare our students for work in a global society, it is imperative to not only educate our students with skills and knowledge, but nurture an appreciation for diversity. Promoting cultural awareness and implementing character education initiatives are basic steps in this process which have been incorporated throughout our district. We are interested in finding additional strategies to future enhance our efforts.” Dr. Strickland also stated “Although we are located in a rural setting which has traditionally reflected little ethnic diversity, we are beginning to see a change in this trend. Currently, we have several Chinese families residing in our communities, a growing Hispanic population as well as a small percentage of other ethnic groups. Mandarin Chinese is the fastest growing language in the world and will be offered this year though the Virtual High School program. Perhaps a Chinese language program would enhance our efforts in preparing all the children in our district for life in a global society. The Chinese Bridge Delegation is sponsored funded by Hanban, China’s Office of Chinese Language Council International, in partnership with the College Board, the Chinese Language Association of Secondary-Elementary Schools, the National Council of State Supervisors for Languages, the National Association of District Supervisors of Foreign Languages and Chinese Consulates in the United States. In April 2006, the College Board and Hanban announced the formation of a partnership to build and expand Chinese language programs in U.S. schools. In addition to the Chinese Bridge Delegation, the partnership features other programs intended to help educators promote Chinese language and culture programs. For more information about these programs, visit www.collegeboard.com/k12chinese. Established by the Chinese government in 1987, Hanban is China’s official agency authorized to promote Chinese language and culture internationally, fulfilling a function similar to that of both the United Kingdom’s British Council and France’s Alliance Française.
Friday, September 14, 2007
School: Version 2.0
In many ways, the start of school is the same as it has always been; students enter freshly painted hallways eager to find out what awaits them in the days, weeks and months ahead. From the earliest public schools, to the schools of today, little has changed about the first day of school. On the other hand, what happens in the next 179 days is dramatically different than what previous generations have experienced. It has been said that the 20th century was the “information age,” and that more knowledge was gained in the past 100 years than in the history of mankind; this expanding knowledge has gained in momentum to the point where our knowledge base is increasing geometrically, doubling every 5 years. That means the world of today’s kindergartners, the class of 2020, will have 400% more information than we have today. In the past, education was about learning information; today and in the future, education will be about what one does with the information they learn. We no longer live in the age of information, but rather we live in the age of ideas- where information is linked together to create new concepts. It is impossible for the students of today to learn all there is to know because knowledge is being acquired at such a high rate. Instead, we must teach our students how to think – so that the information they deal with in their careers and their lives can be processed. In order to prepare our children, we must ensure that our teaching methods allow students to engage their minds in meaningful, complex ways, and that learning occurs not when a fact is learned but rather when a mind is engaged.
Over the coming weeks, I will share with you examples of how our school system is applying “Version 2.0” concepts throughout our schools in order to increase student understanding and engagement.
Wednesday, June 20, 2007
Two Students from West Columbus win National Awards
Congratulations to Tiffany Britt and Morgan Walker who recently received National Scholastic Art Awards at Carnegie Hall in New York City. Their artwork was chosen from over 100,000 entries. Their teacher is Mr. Larry Hewett. We are very proud of you!
Monday, June 18, 2007
Superintendent's Blog!
We at Columbus County Schools are constantly looking for ways to enhance the very important relationship between our school system and its stakeholders. This blog provides a forum for anyone to comment or ask questions. We encourage you to use this or any other forum to communicate with us; we pledge to be receptive to all ideas and concerns.
Thursday, June 14, 2007
Closing of the school year
Thank you all for a wonderful close to the school year. While we did not meet all of our goals, we are definitely moving in the right direction. Our commitment to focused staff development paid off in many areas, and we look towards next year as we begin to see even more results of your hard work.
I hope that this summer will allow you time to reflect, relax and recharge.
I look forward to seeing you at our convocation on August 22nd as we continue to prepare today's students for tomorrow's world.
I hope that this summer will allow you time to reflect, relax and recharge.
I look forward to seeing you at our convocation on August 22nd as we continue to prepare today's students for tomorrow's world.
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