2012: The Connected World of Our Learners

2012 AHS graduates

Memorial Day signaled this week’s graduation events that were laden with all the “pomp and circumstance” that we’ve all come to expect.  It’s always wonderful to see our young people wearing their school colors, bright eyed and ready to walk across the stage to pick up diplomas – even if some were a bit nervous. They, and their families, anticipated all year the traditions of the graduation ceremonies and we believe that each of our ceremonies provided a wonderful opportunity to celebrate our 2012 graduates.

Our children today have, in many cases, family members all over the world. In past years, they would have waited for graduation photos to arrive in a letter or, in recent years, more immediately through an email attachment or a text message.

However, a photo isn’t the same as being there. Because of recent technology advancements, our technology staff were able to provide our graduates’ family members with live graduation ceremony access via the Internet.

This year, we again streamed the ceremonies for all four high schools. Three years ago, this new addition to our tech-enhanced communication suite took people by surprise. We heard from astonished grandparents in Maine and England of their appreciation for being able to see their grandchildren walk across the stage and receive their diplomas. Today, streaming the graduation ceremonies so family members serving their country in Afghanistan or who live across the continent can watch our four graduation exercises is just a routine service.  This year, we already know from our viewing data that family members from around the globe watched Albemarle’s four graduation ceremonies.

Technology is changing the way our young people and our families connect with the world. Graduation is just one example.  Our learners from elementary to high school are developing new sets of skills as a result of the technology available to them formally in our schools and informally at home.  Here are some examples from this year.

Learning from Albemarle to Hungary

A Stone-Robinson Elementary music class Skyped recently with Hungarian children of the same age. The teachers figured out how to surmount time zone challenges so that they could share music and ask questions of each other. Our class was ready with a translator, but found they didn’t need it because the Hungarian children and teacher were relatively fluent in English. Our children played their recorders and questioned their overseas peers about what they learned in school. The answer came back with the slight delay of signals bounced across the vast Atlantic Ocean, “we learn music, art, physics, chemistry, history and maths.”  Their children also sang and played musical instruments for our children – the flute, piano, and trumpet.

In an Issues in the Modern World class taught at AHS, I observed seniors in another Skype session dialogue with an Egyptologist about the shifts politically and socially that have occurred in Egypt since the Arab Spring. They heard first-hand in April from him about candidates for the presidency, his frustrations with slow movement towards true democracy, and the economic challenges in front of the nation. One student wondered if our forefathers who led the American Revolution had experienced similar feelings.

Director Jennings and Bearettes

In February, a Saturday “practice-a-thon” of Burley’s choral and band students beamed out to parents via live stream. The teachers shared with me that they wanted parents to have the chance to observe what it takes for students to prepare a program for performance. What surprised the teachers was finding out how many parents, including one on a business trip, tuned in to watch. Opening up the classroom for parents to look behind the curtain of what young musicians do in class creates a different context for understanding how and what chldren are learning.

We also recently offered students the chance to stay after school to participate in our first Coder Dojos at Crozet Elementary and Monticello High. These multi-age coding academies support children to learn to write script, or code, creating everything from games to websites. In doing so, students move from being content consumers to content producers, exactly the kind of critical and creative thinking work that’s needed to refresh the U.S. economy. How did we learn of the Coder Dojo movement? Educators connected through social learning media found out about this Irish educational movement over the Internet.

These stories describe how technology is becoming more than just a tool to search for information. In this decade, technology has moved far beyond being just a word processor, a search engine, or a content practice option. All of those functions are important, but today’s learners and educators use technology routinely to search, connect, communicate, and create. They are in the middle of a turning point in which the nation and the world is moving from the Information Age to the Shift Age.

The Shift Age represents economic globalization, individualization, and virtual electronic connectivity across the globe. The skills today’s learners need to exist in a world of rapid technological change aren’t new skills. They’ve have always stood learners in good stead. As in the past, learners today need to be able to problem-solve, work independently as well as in teams, research what they need to know, communicate using a variety of tools, and continue to see learning as essential for the rest of their lives. However, these shifts in technology make the work of educators more complex and challenging as they refocus skills and content through technology applications.

[vimeo http://vimeo.com/42947325]

Parents and staff alike know that young people need to be able to use both tools of yesterday and today as well as anticipate changes that will come next. This means that our teachers can’t ignore their own professional development as they themselves learn to use interactive technologies instead of static boards, to communicate virtually, and to search and connect content via the Internet rather than through print textbooks that are out of date as they roll off the presses.

Contemporary learning tools change the capabilities of what our young people can learn, how they learn, and even what they need to learn. The next five years will bring even more changes. Virtual coursework will grow in scope and complement face-to-face high school classes. Beginning with the entering freshmen of 2013, all Virginia graduates will be required to have at least one virtual course on their transcripts.

AHS MESA students routinely use virtual resources as learning tools

Will we adapt schools to the coming changes?  Of course, but it will demand commitment to learning new ways of teaching, assessing, and constructing curricula. It also will mean an increased commitment to tool accessibility for all learners. Change challenges most organizations, but the need to change PK-12 education is inevitable as technology changes the way we do business everywhere else – in big box stores, colleges, auto repair shops, libraries, doctors’ offices, and our homes.

At the same time, I believe that education will always be, first and foremost, a people business. I use social media for some communication and also to make professional network connections. However, I believe that face to face communication, teaching, and learning offers to humans what’s always been the best of education – the opportunity to interact and engage with each other as we learn how we can maximize our strengths within a community.

Jim Davis, Garfield cartoonist, works with Community Charter student

Even as change comes to education at a much faster pace than I ever envisioned, I still return to the idea that humans developed the competencies of survival through their work within communities, as teams, and from and with each other. I don’t want to lose that focus even as the tools evolve.

On Being Thankful

As we head into Thanksgiving week, I am reminded as I visit with educators and learners that we have much for which to be thankful in Albemarle County.

“Reading is expensive. When your family can’t afford books or they don’t live near a  library, it’s a lot harder to learn to read.“ Recently, a senior shared with me the significant challenges that she has faced in living below the poverty line in our community. As she shared her aspirations to attend an Ivy League school, I listened to her describe growing up in an isolated area of the county, “The first time I remember going to Charlottesville was on a field trip when I was nine years old.” It’s hard to imagine given the many resources available to most of us living in our community that this could be true.

The young woman described teachers from elementary through high school who saw and nurtured potential in her. As she expressed her thanks for the enriching opportunities that she’s had, she shared that she now tutors younger children so that they might have the same chance she’s received to find a pathway to college. I know this young woman is banking on a full scholarship to make her college dreams come true, but she has many committed educators and a caring mom in her corner to help her.  I am thankful for those who saw this young woman’s potential – not simply a child living in poverty who came to school with little of the background knowledge and experiences of her middle class peers who are in advanced courses with her today.

“I like science this year.” The student carefully dropped food coloring into two beakers, one filled with cold water and one with warm water.  A couple of weeks ago, I was invited to visit the class of a young teacher who is new to our school division. He had set up lab activities so his students could explore three critical concepts related to heat transfer. Without the lab activities, the students could have memorized definitions, cited examples of the concepts, and taken a test to demonstrate their recall of the information. With the lab activities, they experienced first-hand the meaning of conduction, convection, and radiation.

The teacher emailed me afterwards with thoughts of what he would like to do next to add even more science project work to his teaching so that students will be actively engaged in science.  I hope an energetic generation of young educators will move into our schools as the Baby Boomer generation retires from classrooms across the United States and in our community, too. I am thankful that this young teacher chose our community as a place to live and work.

lab work

“I disagree with _____ because I think there’s too much pressure on young athletes to practice all the time. I know several friends who have quit soccer because of it.” The middle school students, seated in chairs facing each other, were engaged in an AVID (Acceleration Via Individual Determination) activity called philosophical chairs. In this activity, students read a selection and prepare their own responses so that they can engage in discussion and debate with peers. In this case, the article came from Scholastic Magazine, a report of student polling data regarding the impact of intense sports programming. The students took apart the selection, agreeing and disagreeing with each other for almost an hour. Afterwards, they wrote individually about what they learned from the discussion in response to questions posed by the teacher.

I later attend a session of staff meeting with AVID program supervisors who visited our schools to check on the success of the program. The visiting educators gave the two programs they observe at Jack Jouett Middle and Albemarle High a “two-thumbs up.” They recommended to principals that teachers prominently display diplomas and other memorabilia from their own colleges to encourage AVID students to see college as a viable option in their own lives. I am thankful that learners in our schools with the potential to be the first in their family to attend college both have the chance to pursue that dream and to receive the support they need to do so.

Analysis of a Reading Selection

Every school in Albemarle County has success stories of students and educators who engage in making the Mission of our school division more than words in a document or on a poster.

“The core purpose of Albemarle County Public Schools is to establish a community of learners and learning, through relationships, rigor, and relevance, one student at a time.”

These words are backed up with data about the performance of our young people in academic programs, the visual and performing arts, career and technical education, leadership and community service, and athletic activities.  From the four-year olds we serve in Pre-kindergarten to seniors poised to walk across the graduation stage in June, the young people of Albemarle County Public Schools are served well by educators in our schools.

Everyone in this community should be proud of the accomplishments of young people and the investment we make in them and those who teach. Our children represent America’s future and, in this season, I am reminded that we should give thanks for all our learners and their accomplishments.

Learners Matter: Building Competencies for a Lifetime of Learning

Learning matters and it happens every day in different ways in classrooms, libraries, on playing fields, and the stage.

MoHS Soloist

Middle School Orchestra:musicality as lifelong learning

This week, seventy-seven seventh and eighth grade students who play violin, viola, bass or cello formed an All County Orchestra, rehearsing all day to perform an evening concert for families and community members. The strings program began in response to the interest of children and parents in expanding the music program offerings for Albemarle County. This occurred at the “turn” of the last century and the journey to the middle school orchestra on stage this week has been rocky and, at times, at risk as budget challenges emerged over the last decade.

About 350 county students today participate in strings programming and the program continues to grow annually. Our accomplished orchestral students now distinguish our county in regional and state competitions. It’s a delight to see this program finally coming into its own as an opportunity for young people to find and use their musical talents as a learning pathway.

Henley Middle School Strings Program

We know that young people who participate in performing arts learn one of the most valued skills in the workforce – teamwork. They also learn to cherish music for a lifetime. Both are worthy of our commitment. The Board and staff, in both evaluation and valuation of strings programming as an elective offering, have continued to support and sustain resources over the past decade so that the program could grow. This week’s concert validated for me why that’s been a sound decision and investment.

AHS duet

Biology students on the water

“What’s the number one threat to Virginia’s watersheds?” This week, a biology class at Monticello High applied their classroom learning about watersheds, human environmental impact, and aquatic ecosystems while paddling canoes around a small pond located next to their school. The teacher, Diane Clark, set up the chance for students to participate in a Green Adventure Project field investigation with teacher-guide, Mike Bruscia. Mike brought enough canoes for the entire class to get out on the water. “Even though you are two hundred miles from the Chesapeake Bay, what we do here in the Monticello High area can negatively impact Virginia’s fishing industry. How can that happen?” The students, still on the banks of the small pond, peppered Mike Bruscia with responses – before we loaded into canoes that sat waiting for us.

“I’m scared.” Many of the class had never before been in a canoe, but after putting on life jackets and trying out paddle strokes each canoe was manned by students who then pushed off on their investigation. They were quick to respond to their guide’s questions with information they’d learned in class.

“Oh, there’s a turtle!” “Yes, you’ll find them here in this shallow area along with wading birds such as the Great Blue Heron.” Overhead, a flock of Canada geese took off and the students sat there silent in their canoes, soaking in the natural world around and above them. By the time they had paddled a few minutes, the fear disappeared and young people soon were experiencing the content they’ve discussed in class. They also practiced a new set of multi-tasking skills -paddling, listening, and observing. “Let’s paddle over to that island and take a look at what’s on it. Sometimes birds will communally roost on an island. Why might they do that?” The paddlers called out responses from temperature to protection from predators.

Mike Bruscia took time to talk about his experiences as a field biologist studying birds,  throwing in background from his Arctic polar bear studies as bonus content. As students paddled, observing turtles, algae, cattails, willows, and Canada geese up close and personal, it was apparent that what the students learned in a schoolroom took on much more relevance and meaning with their immersion in a field investigation. “When you see cattails growing in a man-made pond, it’s a sign that nitrates and phosphates are entering the water. How might that happen?” Their attention drawn to the tall plants near the dam, students began to discuss point sources of potential fertilizer runoff including their own school grounds and neighboring residential areas.

In a debrief after returning to shore, hands shot up in the affirmative when asked, “would you do this again?” This experience won’t be assessed on an SOL biology test, but there’s no doubt that this class will think further about their impact upon a watershed that became real to them as they examined erosion on embankments, silt accumulation in shallow waters, and bio-nutrient indicator plants. On the water, they had a chance to respond independently, work collaboratively, and think critically. Back in the classroom, they’re making movie documentaries about their field studies which will be a part of their assessment of progress. Mike Bruscia shared that he’s worked with a number of middle schools in Albemarle to bring outdoor education to our young people, not just as enrichment but as basic field studies of the science concepts taught in the classroom. Teachers in our schools realize that the passion of young people for learning accelerates when they’re actively engaged. This program provided just that.

Burley High artifacts

The Burley Varsity Club, an alumni group of Jackson Price Burley High, has demonstrated a significant commitment to recognizing talented educators who influenced their lives while they were students who once attended school together in the days of school segregation in Virginia. They have a mission to honor the accomplishments of teachers and administrators who supported them to become successful as professionals in their own right. This past week, they convened to honor Mr. “Sonny” Sampson, director of one of the most successful high school bands in Virginia’s history and Mr. Steven Waters, a former distinguished English teacher and first director of UVa’s Upward Bound program. The Burley Middle School Bearettes sang and the middle school band performed for the Burley High alumni in attendance at the program on Friday night.

Renowned Burley Bearettes

No program of the Burley Varsity Club ever occurs without the presence of their younger counterparts who attend Burley Middle School. This older generation of former students who once walked the halls of Jackson Price Burley High believes it’s important to share stories and historical artifacts with a younger generation of students who today call Burley their school. The Varsity Club and alumni remain valued members of Burley’s learning community and the history they teach to their younger counterparts is an important part of our community’s history and that of Virginia. Our students benefit from the relationships with those who come back annually to celebrate their days as Burley High School students. Their partnership with the school demonstrates their commitment to our Division’s core values for excellence, young people, community, and respect.

Young people need a variety of experiences to build the lifelong learning competencies that will equip them to become positive adult members of their communities and families, successful students in continued post-secondary education, and excellent employees and employers.  Teachers create those experiences inside and outside of classrooms using a variety of resources from canoe paddles to stringed instruments to books and computers. Support for such learning is a hallmark of educators who value critical thinking, creativity, communication, and collaboration as well as the content knowledge necessary for academic success.  Such learners become independent in their work as well as great members of teams, whether in the classroom, in a canoe, or on the stage.

Teachers Matter: Relationships, Relevance and Rigor

What does passion for learning look like? As I visit schools, the high quality of teaching I observe provides opportunities for students to experience a passion for learning in our classrooms, libraries, gyms, art rooms, and performing arts spaces.

I recently observed middle school students in a Civics class energetically discussing personal perspectives on the difference between rights and privileges as they applied the concept to school dress codes. They found out about Supreme Court cases, law, and policy as they talked with each other and the teacher. Kindergarteners in another school bubbled with excitement as they learned together to read each others’ names sitting on a rug with the teacher. In both cases, teachers recognized that active learners are enthusiastic learners and that such enthusiasm results in contagion for further learning.

experimenting

When students work individually or together in project- and problem-based work, the level of active learning is high. While daily instruction represents a balance of activities including direct teaching, active learning brings to life our Vision that learners will “embrace learning, excel, and own their future.” Working together, students also acquire competencies they will need for adult citizenship, post-secondary education, and, ultimately, the work world.

From our own experience as students, we also know that great teaching makes learning irresistible. It’s no surprise to educators that quality teaching is the most important reason inside a school for a child’s success. (Of all factors inside and outside of school that affect achievement, family income makes the biggest difference.) Irresistible learning draws young people to others who share common interests and they dig deeper into content that otherwise might not be explored.

What leads to irresistible learning? A child’s relationship with teachers – and parents – influences his or her desire to learn. Teachers who create challenging activities provoke both a student’s curiosity and further thinking about problems, ideas, and knowledge. When learning becomes relevant to students, they’re better able to make real world sense of Virginia’s required Standards of Learning. Teachers who ground their work with young people through relationships, relevancy, and rigor create communities of learners in which young people acquire the competencies they need to be successful graduates of our high schools.

using data

Recently, I listened to a group of Cale Elementary children describe how they figured out the percentage of land mass and water on Earth by tossing a soft globe to each other and recording how many times a hand landed on land versus water. This activity supported a different kind of thinking than would occur from simply reading a textbook to find the answer. The students practiced data collection skills, estimation competency, and analytical thinking individually and as a team. The class percolated with enthusiasm as they applied geography, math, and science concepts and knowledge to figure out the earth’s land and water percentages. They took on the role of “experts” to teach me how they accomplished this performance task while the teacher smiled at their capability to make sense out of fractions and percentages as a function of the data they had collected. Their passion was evident.

What kinds of experiences kindle passion in our young people?

Third graders at Meriwether Lewis Elementary have already Skyped this year with schools in Australia and Egypt to ask questions and learn about those countries. A third grader said, “I don’t just like hearing and reading about a place, I love going to it using Skype.”

The School Board opened its regular meeting on September 8 with a beautiful and passionate rendition of the Star Spangled Banner by the Burley Bearettes – in remembrance of the tenth anniversary of “9/11.”

Walton Middle School students connected virtually with students in Godfrey-Lee School District in Michigan to share project work related to learning about the history of “9/11.”

"9/11" parent/student project

Parents and students at Jack Jouett Middle School participated in the “I will” campaign to make service pledges at 911day.org in memory of those who perished on that day or who were first responders.

Burley students also just finished a Constitutional Convention re-enactment as part of a Constitution unit underway as we approach national Constitution Week.

Irresistible learning occurs within all extracurricular and curricular areas, not just English, science, history, mathematics, and world languages. It’s in the art on display in hallways as students show what they “see”. It’s in the laughter of Henley’s choral students practicing rhythm as they learned each other’s names. It’s in the student-athletes, male and female, hard at work in fall sports competitions. It’s in young people creating and performing a variety of fall programs – band, strings, choral, and drama productions.

Passion also resides in the new Broadus Wood music teacher working with an expert mentor teacher to plan the first few weeks of school. Passion for learning is not just about our young people. It’s found within our entire community of professionals who also learn from each other and together.

New teacher academy

Education is a people business. When the Board, school staff, or I speak to the importance of student and teacher access to technology tools and other resources, it’s critical to remember that challenging and interesting learning comes from its planning and facilitation by teachers. As I have often said, technology cannot greet a child in the morning, listen, make eye contact, or offer advice. While all forms of technology – books, pencils, paper, and netbooks – have a place in our schools, technologies cannot replace the teacher. It’s teachers who make our Division’s core values come alive; expecting excellence in all we do, offering young people our very best, ensuring respect for self and others, and valuing our diverse school communities.

Every school community needs creative and thoughtful professionals with the expertise to choose from a “tool kit” of available instructional strategies, technologies, resources, and room arrangements to support learners to access what they need to accomplish the learning work they need to do. Every teacher needs contemporary resources and technologies to ensure children have access to the tools they need to accomplish contemporary learning work that prepares them for life after high school.

We’re fortunate in Albemarle County to employ teachers who know how to create contemporary learning opportunities for young people. They are committed to their own continuous development to extend and enhance their professional skills across their careers just as their counterparts in medicine, law, engineering, and other professions do. Our educators know that learning is about far more than scores on a multiple-choice test. They know they make a difference in whether young people will find learning irresistible.

Teachers matter.

Welcome to the 2011-12 School Year

Teachers at New Teacher Academy

The opening of school is just around the corner. Our new teachers, 110 strong as of August 1, have completed the New Teacher Academy, focusing on learning expectations held for Albemarle students. They will be joined by over a thousand other teachers in the coming week as we all join together to prepare to welcome over 13,000 students to classrooms in 4 high schools, 6 middle schools, and 16 elementary schools. To reach your school, please visit the division’s school site for phone numbers and websites.

Checking out a new bus in the fleet

The bus fleet is ready to roll. Bus drivers and students have been assigned to routes. The bus fleet travels close to 12,000 miles daily so it’s important that each bus has been thoroughly checked and signed off as meeting safety standards. School calendars and bus schedules have been mailed to homes. If you have questions about your route, you can call 434-973-5716 to reach staff at the Transportation Office.

Stone-Robinson parking area under construction

The schools are almost ready for teachers and students. Routine maintenance and renovations in our schools, on our grounds, and to parking lots have almost been completed.  Building services staff have cleaned floors and carpet, painted classrooms and hallways, and made repairs. Repair crews have completed 2070 work orders from June to early August.  Here are some of the photos from work that’s been underway this summer as shared by Building Services staff at a recent School Board meeting.

Now that our schools are almost ready for students to return, it’s time to help students to get ready for their return to the school day. Parents often talk about the time it takes for some children to adjust from the summer vacation back to the school schedule.

Here are six tips to support our learners make the transition back into school and to build good working relationships between school staff and parents.

  • If your child has been staying up later on summer evenings, begin this week to adjust his/her sleep schedule back to school year “bedtime” hours. A well-rested child is a more attentive child in school.  In fact, the symptoms of too little sleep and attention disorders are very similar. A good night of sleep pays off for your child in school.
  • Discuss breakfast and lunch choices for healthy meals that sustain energy and that are wellness friendly. Our kids today are characterized as the most unhealthy younger generation in decades and much of that is because of diet. Diet impacts body chemistry in a variety of ways – particularly a child’s sugar, salt, and fat intake. The USDA offers a number of website resources on healthy lifestyle choices for children that address diet, wellness and fitness. School menus and other information about the school lunch program can be found here.
  • Check your school calendars for info about Open House and Back to School activities.  For younger and older children and you, going to school with you to meet teachers sends a message from the start that you to be involved as a partner with the teacher in supporting your child(ren)’s education.

  • Consider volunteering in any way you can. It models responsibility to being a part of the solution to offering the best education we can for all children and volunteerism is a civic virtue in America. Plus, we educators need you and your help –even if it’s doing one thing that you can do. We realize parents are busy people who have their own jobs, but when you can help us out we appreciate it. To find out more about volunteerism, please visit our Community Engagement website or email Gloria Rockhold at grockhold@k12albemarle.org
  • If you have questions or concerns, don’t sit on those until there’s a big problem. While all of our workloads have increased because of email and voicemail, we want to know when something is a burning question or concern. Finding the balance between waiting too long to contact the teacher and being a “helicopter” parent is important. Some things that should not wait include bullying of your child or another child, bus problems, your child feeling overwhelmed with work at home or being upset about relationships with the teacher. If your inner instinct says that something isn’t going well, it’s better to at least reach out and check in with the teacher.
  • Lastly, thank an educator for helping your child- or other children – in some special way. The many fabulous educators in our schools, just as teachers before them, work a farmers’ schedule plus. They are up early and late to bed because of their commitment to their work. I know many educators- administrators and teachers alike- who pull their own money out to pick up the educational tab for an individual child or a class. There is nothing as valued by an educator as a personal note, email, or call from you saying “I appreciated when …..”

Finally, we need you in our schools and working with us. We have a number of ways that you can get involved or connected to offer your perspectives to the School Board and staff. Our Parent Council members represent each school community throughout the year in monthly meetings with the superintendent and central staff. At meetings, parent representatives share resources, work on joint programs, and discuss questions and concerns pertinent to the school division and schools in general. We also receive feedback from other advisory groups that represent the interests of children attending our schools. These include the Special Education Advisory Committee(SEAC),  Gifted Advisory Committee, and the Health Advisory Board.

It won’t be but just a little over a week before the big yellow buses are on the road. Please remind your neighbors and friends to watch out for all our children as they wait for buses or walk to school. We look forward to the start of school and appreciate your commitment to helping us sustain the excellence  of our schools.

Memorial Day 2011: In Remembrance

On this Memorial Day, I am reminded that while our young people remain home from school, it’s an opportunity for their first teachers, parents, to actively engage in sharing the significance of Memorial Day as a national holiday. Memorial Day, unlike Veterans Day, is a day of remembrance of those who gave up their lives in service to the United States of America.  Today, all of us who live as U.S. citizens, some who have fought for our nation, and many who have not, are called to remind ourselves and others that the supreme sacrifice of a few preserves liberty for the many.

Fifth Graders Raise Flag as a Daily Responsibility

America has been involved in a string of wars in our own country, on this continent, and abroad since the American Revolution launched us as a fledgling country into our fight for independence. Despite this first war of our nation and the second that followed in 1812, the United States became an ally of Great Britain and our soldiers alongside the Brits fought the two great wars of the 20th century, World Wars I and II. We have fought in wars that have been well supported by our citizenry and some that have engendered conflicts of note within that same citizenry.

Over the two and a half centuries of our existence as a nation, soldiers have gone into battle for people in distant countries of seeming insignificance to the United States. Soldiers have fought to protect the rights of Americans to oppose the very war in which they themselves serve.  They’ve laid down their lives in staggering numbers so that we may go safely to work each day, choose to worship or not, and speak a range of political opinions despite who is in power. We have celebrated U.S. Memorial Day since 1868 to honor those who have died in service of us.

Monticello High Air Force JROTC

It’s difficult to find a family in America, current immigrants included, that has not had or does not have a service member in their midst. I walk the cemetery where my father lies under a Veterans Administration memorial plaque and I think of his service today. My mother’s name is already imprinted on that same plaque in honor of her service as well. I learned from her that Memorial Day isn’t about opening up the local community swimming pool or picnicking at a local park with friends and family. It’s about honoring those who have died so that we can have the chance to do so.

I’m fortunate to have had a mother and father who valued their role as first teachers.  While they were both strong supporters of public education and valued every opportunity my brothers and I had to access learning in a very rural area of the Low Country, they never saw themselves as abdicating responsibility to teach us.

Memorial Day will ever remain an important remembrance for me; not because my parents expected my teachers to make that real for me, but rather because they believed it was their responsibility.  My mother will wear a red poppy today and she will likely recite a few lines from In Flanders Field, written by a Canadian during WWI and the reason we wear those poppies today. I know she will think today about some she knew in WWII who never had the chance to raise families, go to college, experience a long and rich life as she has, and who will remain in a distant land for all time.

The Masters in Reading: A Literacy Return on Investment

Educators know that reading serves as a gatekeeper for high school graduation and success in college. Literacy opens pathways in life that otherwise could not be traveled.

“The more that you read, the more things you will know. 

The more that you learn, the more places you’ll go.”    

Dr. Seuss


Congratulations, Albemarle Teachers!

Since the 1980s, Albemarle County Public Schools has supported educators in our schools to enroll in the Master’s program in Reading at the University of Virginia. Teacher Laura Shifflett wrote the following piece to summarize the experiences of a cohort of fourteen educators who graduate in 2011 with an advanced degree in reading instruction from the Curry School of Education. Laura walked the full length of the Lawn on May 22 along with her Albemarle classmates.

By Laura Shifflett, secondary English educator:

I started this program as a high school English teacher who simply wanted to learn how to teach my 10th grade students how to read so they could pass their driver’s permit test.  However, in my adventures, I received so much more.  I got to meet, collaborate with, and learn from phenomenal teachers with expertise spanning from elementary through high school.  As I reflect on my journey, I wanted to pass along some numbers that went through my mind and I thought would be of interest:

75+ – The number of Albemarle County Public School teachers who attended the information session about the UVA Reading Program in the Spring of 2008.  The room at the ARC was standing room only.

30 – The original number of Albemarle County Public School teachers who commenced this degree program in Reading Instruction in August 2008.

14 – The final number of Albemarle County Public School teachers who persevered long enough to finish the degree program and will graduate in 2011.

9 – The number of those teachers graduating, who not only taught full time while pursuing this degree, but also left school at the end of the day to tend to their other full time job – as moms and a dad.  Furthermore, one of us is the mother to a handsome young boy with a big, bright smile, who also just happens to have cerebral palsy.

7 – The number of parking tickets we received from UVA!

100+ – The number of miles we walked from Barracks Road parking lot or Ivy Parking Garage to Curry School of Education and back, so we would not receive another parking ticket.

2 – The teachers who had never specifically taught reading to students upon starting this program; rather they introduce students to the excitement of physical education and the creativity of ceramics daily.  Now, reading and writing strategies are innately woven into their art and PE lessons.

1 – To represent the elementary school teacher who had her first child and returned to class just weeks after delivery.  She is now expecting her 2nd child in September.

14 – The number of teachers who are very appreciative of the opportunity to pursue this degree, an opportunity provided by ACPS. We will carry the literacy knowledge gained with us as we continue to work with students of all ages as well as teachers of all experience levels in our schools.

Comments follow from some of the teachers who graduated with Laura on May 22:

“I had such a feeling of pride and accomplishment today.  Receiving a degree from UVA is something I could not have afforded on my own.  I am so grateful to Albemarle County for funding this program.  Thank you so much.  I know my students will benefit from the knowledge I have gained.  I am a better teacher and a better person because of this program.”

“To say that we appreciate the county for giving us this opportunity would be an understatement!”

“I remember when the county offered the first information session about the masters opportunity.  The room was packed and people were standing and sitting on the floor.  It is such an honor to have gone through the program with the wonderful people that I did.  I made new friends with whom I am so proud to walk the Lawn! I am so grateful to the county for the gift of a Masters Degree from UVA!!!”

“We all are so lucky to have a school district that is willing to support us in our growth as teachers.  I have gained so much and I thank the county for letting me be a part of this cohort.”

The value added to our schools as a result of the lifelong learning work of these educators will accrue for years to come as they assist young people who are learning to read, both those who struggle with reading and those to whom literacy comes with more ease. Their work will provide a great return on our investment in them and their investment in the young people they serve. (Pam Moran)

The New Face of Learning: the UVa School of Medicine

Claude Moore Building: UVa School of Medicine

A few months ago, School Board member Eric Strucko shared that the Medical School staff of the University of Virginia had redesigned both learning spaces and approaches to teaching medical students. Later in the winter, the title of a blog post by Colorado high school educator, Karl Fisch, caught my attention. Karl co-produced the viral YouTube video series Did You Know? His post about the University of Virginia’s School of Medicine pointed out significant shifts in educational practice associated with its new Learning Studio.

A Google search surfaced more online information about the radical innovation occurring inside “our” local medical school. I also spoke with a first year medical student about his work as a learner. Much of what he described as learning experiences this year reminded me of ongoing development work by Albemarle’s staff to better serve contemporary learners in our schools.

Recently, several School Board members, all high school principals, some high school teachers, and central office staff toured the new facility and engage in an in-depth conversation with Dr. Randy Canterbury, M.D., Senior Associate Dean for Education and parent of graduates of Albemarle County Public Schools. In our tour, we also spoke with medical school staff responsible for working with students in the new learning spaces integral to the interior design of the Claude Moore Educational Building.

Changing 100 Years of Curricular Tradition: NxGen, Cells to Society

Ashby KIndler(Murray High) and Debbie Gannon (CATEC) check out a high tech mannequin

During the tour, we experienced the cutting edge of the near future of education. This next decade will bring significant changes to both higher education and secondary schooling that will likely parallel changes occurring in medical education today. Dr. Canterbury shared with the visiting team how one hundred years of medical education curriculum was redesigned and is in use for the first time this year with the class of 2014. The new curriculum represents Steven Covey’s concept of beginning with the “end in mind.”

The University of Virginia medical school planning team identified the “end in mind” as creating men and women who first and foremost are being trained to become capable physicians rather than discipline-based scientists. The fundamental shift in curriculum has moved from discipline-based teaching to both interdisciplinary and interactive learning of the knowledge and skills needed to become an effective physician. As Dr. Canterbury indicated, “We want to cull from disciplines the clinically relevant components that are important to take care of patients.”

The traditional coursework model has been turned upside down at UVa and stand-alone courses such as anatomy are no more. Instead, the new curriculum focuses on the critical nature of understanding and using integrated content relevant to working with patients. The curriculum no longer is a series of isolated content courses that lack important connections across disciplines. However, Dr. Canterbury noted that this wasn’t the only change that occurred as a result of program evaluation. Faculty planners realized that the entire medical education system needed to change to address the potential of contemporary learners as they prepare for future work in the medical field. This meant simultaneous changes in learning spaces, teaching, learning work, technology applications, assessment, and grading practices. As a result, the system has become focused on increasing learning engagement among the almost 200 students selected for the program from over 3500 applicants.

Erica Igbinoghene, first year medical student commented as she worked on her laptop, “Interactive learning here facilitates long-term learning. Applying our learning helps us take it to the next level.”

Round tables support team learning according to Dr. Canterbury.

Changing the Pedagogical Model: Using Case Study and Simulation, not Lecture

Dr. Keith Littlewood, Director of the Simulation Center, also spoke to critical changes in learning work, “During my first two years in medical school, all I learned was rote regurgitation of content. Today you will see different access to learning … When learners believe in their learning, they invest.” Beginning with this year’s entering class, the School of Medicine no longer uses a lecture-based teaching model to deliver primary content such as courses in anatomy or histology. Students also aren’t moving through the 2×2 schedule still used by most medical schools and which has been in existence since the early 1900s. Students in a traditional model take courses for two years, then enter a series of “clerkship” rotations with patients that last two more years. Unlike peers in most other medical schools, UVa’s entering medical students no longer wade through rote memorization of isolated content coursework as their predecessors did.

Instead, on the first day of medical school, this year’s class immediately was put to work in teams to analyze and problem-solve patient case studies. They’ve learned to pull relevant, interdisciplinary content into the case as they work, facilitated by a team of professors or a professor with responsibility for their half-day Learning Studio class. Learning digital content critical to the practice of medicine is assigned for homework and a daily five-minute “quick check” on that content occurs at the beginning of class.

Homework Completion and Class Attendance

Based on actual data from prior years, UVa faculty knew that medical students were more likely to skip lectures than attend them. We learned that this group of first-year medical students attend learning studio sessions at higher rates than their predecessors attended lectures. Dr. Canterbury attributes this to what’s become known as a “flipped classroom” approach to learning, a new concept applicable in both higher ed and PK-12 education. Learning through this model has made medical education classes more rigorous, but also more engaging as students work to apply, analyze, synthesize, and evaluate relevant content in and outside of class.

This new model also seems already to be paying off in measures of academic performance. Teaching faculty and fourth year medical students notice that the first year med students ask more challenging questions than in past years. They see this as a result of merging clinical and content studies in the case-based interactive learning model that’s been used since day one with this class. A fourth-year medical student shared his observations with Dr. Canterbury about his work with first-year students in their anatomy lab noting, “The questions that these students ask blew me away. I would never have been able to formulate a question like they were asking when I was a first-year medical student.”

Standards-based Grading: Expectations for Learning

Erica Igbinoghene, first-year medical student

Over the course of a unit, students are formatively assessed every other week and with a final assessment against standards at the end of each unit. Assessments are all online and are completed over the weekend. Staff determines grades based on assessments, not other factors. Students who do not meet the standard relearn and retest for mastery. Dr. Canterbury speaks to the value of all learners mastering the work, “Ideally, you don’t want to stratify. We want them to all be at the same place. My goal is to have 100% above the 90th percentile. Why not? If anyone scores less than a satisfactory score on the standards, they study and retake the test.”

Under this system, students accumulate points from assessments over eighteen months. Missing a class could mean a student won’t acquire points for a quiz that might be worth five points out of a 1000 possible during the year. In shifting to a standards-based assessment system, the medical school staff has eliminated variables used for grading that have little to do with actual performance on assessments.

From 20th to 21st century Technologies: Ubiquitous, Real-Time Learning

The new program also represents a new generation of learning technology applications. These technologies are as relevant today to Pk-12 education as to higher education and post-graduate programs such a medicine, business and law. Students aren’t using paper textbooks in the new medical school program. They access digital content on laptops or mobile devices, using either publishers’ multimedia materials or digital content developed by the medical school staff. In their classes, they respond to questions as a group using interactive assessment technology, project their work onto one or more large screens, and work together simultaneously on team-based web content.

High Tech Mannequins Simulate Real Patient Situations

In the Simulation Center, students work in teams with full-body mannequins that can simulate real-life medical conditions or emergencies. Students can practice emergency skills, surgery skills, or routine diagnostic skills that parallel real conditions to such a degree that the “docs in training” physically respond with changes in heart rate and blood pressure just as they would in actual practice. New technologies also provide access to 3-D anatomy simulations that provide a more realistic point of view of the human anatomy than cadavers ever did. Students working together in the UVA Simulation Center can be observed from multiple screens and given guided feedback by the faculty during and after simulation work. The immediacy of such feedback allows students to improve performance in real-time.

The Clinical Skills Center, a companion to the Simulation Center, provides students the chance to work with standardized patients (living) to practice clinical skills and foundational interpersonal and communication skills so necessary to building and sustaining positive patient relationships. They receive feedback from clinical instructors as well as the patients, helping them hone skills necessary to working with patients of all ages – from pediatrics to geriatrics. This opportunity to practice clinical skills allows this generation of medical students to engage in what Dr. Canterbury describes as a medical routine of addressing “novel patient situations and conditions.”

Lecture Hall to Learning Studio

Before the new medical education building was constructed, the design team scoured the country to look at innovative learning spaces in higher education. The TEAL space established at MIT had become a model for changing the education game by redesigning learning spaces to drive a different kind of teaching and learning. Interestingly, MIT borrowed and refined this concept from NC State as a strategy to decrease the failure rate in freshman physics, dropping it from ten to one percent in one year after implementation.

The UVA School of Medicine has taken the TEAL concept one step further by creating a large space in which the entire first year class works together in team-based learning. Staff made key shifts including changes in lighting, furniture, and, most importantly, elimination of the dominant teaching wall that supports lecture-driven rote learning. The use of case analysis has emerged as a contemporary, best practice in highly competitive business, commerce and law schools as well as in some independent secondary schools. Rather than being anchored by a dominant teaching wall, the UVa Learning Studio utilizes multiple presentation spaces that allow faculty to cycle from small group case study to large group learning as appropriate. It’s a room filled with round tables wired into the presentation system, all surrounding a high-tech lectern in the middle of the room. Why such a team-driven focus?

Dr. Canterbury says, “The Admissions Committee started talking about the attributes of effective doctors. One is the ability to do independent learning and the other is to work in groups – both of those are required (in the profession.) Medicine today is practiced in teams, you see very few solo practitioners. Teams of people tend to take better care of patients, so we like to see our students come in with that as a skill.”

The Learning Studio in Action

Reflections on the Change Process: Status Quo to Innovation

Dr. Canterbury noted in his discussions with Albemarle staff that making changes of this magnitude occurs best when people are engaged in the work and direction is set clearly for the change. He spoke of the need to respect people in the process, but also that moving forward was essential once the direction had been researched and planned. He also noted that change occurs effectively only with significant investment in development of capacity among those responsible for implementing the changes. The faculty members working with the first-year medical students have been involved in no less than 160 hours of development and training in pedagogy to teach the newly designed curriculum using new technologies in a new learning space. The commitment of resources to the change process has been critical to implementation this year, although he noted that schools across the country use a range of technologies and spaces to create their version of Technology Enhanced Active Learning (TEAL) opportunities for learners. Dr. Canterbury also emphasized the importance of ongoing evaluation to assess the quality of implementation processes.

In this new School of Medicine, the Jeffersonian philosophy of learning is as relevant today as it was when the Academical Village was first established on the Lawn. It’s fitting that Dr. Canterbury left us with these words, “Here students, residents, practitioners, and teaching docs are all defined as learners.”

Implications for the Future of Education

UVA RX for Change

The School of Medicine of the University of Virginia is considered to be one of the most innovative learning programs for current medical students in the United States today. It’s an example of educational innovation in which current learning technologies, best-practice pedagogy, rigorous interdisciplinary content, project-based learning work, and contemporary learning space design are integrated to engage learners in interactive learning. Faculty leaders believe this new learning model will take students to higher levels of performance than ever before.

The medical school staff members leading for change are committed to realizing a dream to create a new generation of practitioners who serve patients with greater capability than was possible in the past. The rationale for the changes made by the planning committee parallels focused action to shift towards similar practices in Pk-16 education across the world.

The capability to learn independently, work in teams, demonstrate effective communication skills, problem-solve, and use technology as learning tools are considered basics by the business and medical community as well as in post-secondary education settings. These are today’s workforce basics, regardless of the position held. These college and workforce basics also are represented in the Lifelong Learning Standards for graduates of Albemarle County Public Schools. The visit to the School of Medicine reinforced the importance of the Lifelong Learning Standards and also provided a fresh perspective on what we need to consider to ensure our future graduates are ready for the changing environments of the workforce and colleges and universities as we continue forward into the 21st century.

We thank the University of Virginia School of Medicine staff, students, and Dr. Canterbury

for sharing their work with our Board members and staff.

Investing in … Our Children … Our Personnel … Our Community … Our Economy … Our Future.

Each winter, the School Board engages with staff, parents and community members in the annual budget development cycle for Albemarle County Public Schools. It’s a time to reflect upon the importance of specific resources and programs as well as the staff who serve our young people both directly and indirectly. The services provided to learners make a difference in the colleges our graduates attend, the careers they choose to pursue, and, even, their potential to graduate at all.

second grade artist at work

In the first decade of the 21st century, the school division’s budget increased because of multiple factors that are outlined below.

o   The price of fuel more than doubled from 2001 to 2008.

o    Increased square footage of school facilities due to school additions and opening of Baker-Butler  Elementary added maintenance costs

o   Additional federal and state legislative requirements added unfunded or partially funded mandates for staffing and programs. The federal No Child Left Behind Act of 2001 significantly increased individual student testing and federal and state reports tied to those requirements.

o   Technology improvements to support and advance administrative and learning objectives resulted in expansion of hardware, infrastructure, and professional training.

o   Growth in student population required increased school staffing to support additional students as well as increased numbers of students with limited English proficiency.

However, the factor responsible for the single greatest percentage of increase to the division’s budget in the first decade of the 21st century has been increasing compensation and benefits for staff so that our school division could recruit and retain staff within a competitive market. This initiative occurred for both Albemarle’s local government and schools between 2004 and 2007.

Over the past four years, the School Board has also worked with building level staff, department heads, and community stakeholders including parents to determine and implement strategies to contain costs. In 2007, an intensive audit of resource deployment and efficiency by Dr. William Bosher of the Commonwealth Education Policy Institute and an external review team was conducted resulting in over 100 recommendations that have been subsequently implemented to reduce operational costs, particularly in support services departments and the Office of Instruction.

This Resource Utilization Study has served as a road map for resource use as the school division and local government have faced significant downward trending of revenues over the past three years. Almost double digit cuts, close to $10M in expenses has occurred to match revenue reductions to our school division’s operational budget.  Our School Board and staff also have significant concerns about the impact of the economical downturn on funds for capital improvements. Some of the key areas of reductions and eliminations over three years that resulted in operational cost savings follow.

o   Purchase of a GPS system and time-clock technologies resulted in efficiencies netting reductions in the transportation department budget of well over $1 M.

o   Energy reduction strategies that have contained utility costs, resulted in reductions of several hundred thousand dollars in building services budget.

o   Departmental administrative staff and school-based support staff reductions have helped preserve classroom teaching positions in schools.

o   Operational reductions have been made to departmental and school budgets.

o   Downsizing of instructional support staff positions in schools and central office to meet the minimum for Standards of Quality requirements set by the General Assembly has resulted in cost savings in personnel expenses.

o   Increasing class size in grades 4-12 and reducing secondary staffing with a change in schedule to an 8-period day.

o   Freezing of salaries for the past two years for all school division employees has contained personnel expenses for salaries and benefits.

Other budget process strategies implemented by the School Board and staff are used to increase the capability of the Board to forecast future needs and potential reductions or redirection of fiscal resources.

o   The Board now uses a biennial budgeting plan (since 2008) rather than an annual plan.

o   Staff has put departmental audits in place to determine where cost efficiency measures can be implemented. The Resource Utilization Study led to this process.

o   An external School Financial Advisory Council has been implemented to provide an external review and ongoing fiscal impact focus for the school division budget. The council is composed of members from the business field and private sector (see page A-12 in budget request executive summary)

o   A program evaluation process will be implemented in the next budget cycle to determine further efficiencies in fiscal resource use.

o   The school division now is included in local government’s five-year planning process and projections.

Our community doesn’t expect Albemarle County Public Schools to be average. No one expects our schools or division to be a  “C” achiever when it comes to comparing our performance against our competitive market, the state, or nation.  Representatives of the business community shared the importance of strong public schools with the School Board in October 2010. They clearly said that the quality of our schools and the depth of our programs make a difference in their capability to recruit, hire and retain employees. The Board of Supervisors has noted in its economic development plan that strong public schools contribute to the economic vitality and quality of life of the community. The Charlottesville- Albemarle Association of Realtors (CAAR) has indicated that the quality of public schools influences the property values and resale turnaround of homes in our county. The public has indicated that public schools represent one of the top investments of the Board of Supervisors in our community and it’s our taxpayers top ranked quality service priority according to local government’s Citizen Survey.

Middle schoolers work on testing wind generator propeller models

Albemarle is one of the most highly educated communities in the United States. Parents who live here or who move here expect top-notch school programs, services, and educators. Our community expects  “A+” schools and our staff bring A+ work to our young people every day. Our graduates go to the very best colleges in the United States (p.A-7 and 8.)  We are top tier in the state in the percentage of students graduating with a college-ready, advanced studies diploma. Our young performing artists are some of the best in the Commonwealth. However, Governor McDonnell has established through the Governor’s Commission on Higher Education that Virginia’s Pk-20 “schooling” status quo is no longer good enough. To secure Virginia’s economic future, our public schools, Pk-20, must continue to increase the competency and numbers of high school graduates as a prerequisite to increasing college graduates by 100,000 in the next fifteen years.

Excellent public schools are a matter of national security, the economic future of the nation, and our democratic way of life.Unfortunately, we are losing ground in supporting our top quality programs as a result of increasing numbers of students and decreasing revenues over the past three years, mostly as a result of budget actions by the Commonwealth.  No one wants to see our schools as average- not our Board of Supervisors, our School Board, our business community, our citizens, our parents, or our educators. We all want the best we can offer our young people. We know their future depends on it.  We know our future depends on it.

Mastering Algebra

Great Schools: Good for Business

Albemarle County community members and local employers serve as outstanding partners to our schools. Our community provides support through local revenues essential to running our schools. Financial donations make additional resources available for students and volunteers provide thousands of hours to assist educators and the young people served by them. Our schools also give back a return on the investments made by community partners.

Community members including parents, senior citizens and business employers take great pride in the accomplishments of our young people, their teachers, and the schools. Supporting our local public schools is a top priority for those who live and work in this community. In the 2009 Community Survey sponsored by local government, newer residents ranked quality of schools as a key reason they chose to live in our community. Overall, quality education was ranked by residents as the #1 important service in Albemarle County.

UVA Head Football Coach Mike London, Hundred Black Men of Central Virginia Volunteer, Speaks to Young Men

Providing excellent schools isn’t just about serving our young people well.

It’s about serving our entire community well.


Tony Wayne, AHS physics teacher, receiving award at the Charlottesville Business Innovation Council Banquet

 

At an October work session, School Board members talked with representatives from local businesses about ways to strengthen partnerships to help forge an even stronger community.

Consider the following:

  • Well-established employers such as the University of Virginia and State Farm Insurance, as well as new employers such as the Defense Intelligence Agency, say emphatically that excellent schools are important to recruiting and keeping employees. Their employees want first-rate schools that allow children to thrive as learners. They value programs that provide opportunities for young people to excel in academics, arts, and sports as well as to become leaders and good citizens who provide service to their community.
Patrick Bond MoHS Eagle Scout led a project to build an amphitheater at Walton Middle
  • The directors of the Chamber of Commerce and the Thomas Jefferson Partnership for Economic Development indicate that excellent schools are a key attractor for private sector companies and small businesses that are investigating relocation or start-up in our community.

    Chamber President and CEO Tim Hulbert Visits MESA at AHS

  • The director of the Charlottesville-Albemarle Association of Realtors reports that excellent, well-maintained schools lead to higher home values, ease of real estate sales, and the attractiveness of the community in which schools are located.
  • Local businesses and private sector service providers such as Union Bank and Trust and Martha Jefferson Hospital know that investing in the public education of our community’s young people makes sense. They see numerous graduates of our high schools who’ve become excellent local employees often after successful degree completion from Piedmont Virginia Community College or a four-year university.

2010 MoHS Graduation Ceremony

  • Researchers from the Weldon-Cooper Center of the University of Virginia know from their 2009 survey of Virginia’s employers that employers want employees who have a great work ethic, can work as members of teams, see the big picture of the business in which they work, appreciate diversity in the workplace, and figure out solutions to problems.  These are just a few of the 21st century workforce skills needed along with technological and basic learning skills.

 

Henley students work in teams to test different wind generator propellers

  • Albemarle County Public Schools does business to the greatest degree possible in our community with local contractors, small businesses, and service providers.  Our schools provide jobs to over 1500 families. We are a member of the business community and a contributor to the economic vitality of the county.

Baker-Butler Educator Trains Service Dogs

Fifth graders raise the flags each day at Stony Point School

An excellent school division is a hallmark of Albemarle County. Excellence is reflected in the workforce we employ, the performance of the young people we serve, and the good citizenship of staff who also volunteer and serve as leaders in non-profit organizations throughout Albemarle County.

We appreciate your past support. We need your continued support in 2011 to provide our young people with the best public education we can offer.

Thank you for taking pride in our schools and best wishes for a wonderful New Year!