• Winston-Salem/Forsyth County Schools
    Parent Advisory Committee
    Notes, 16 February 2016

    Opening Remarks/Introductions, Dr. Beverly Emory
    • Weather: We make the best decisions that we can provided the information we have.
    Presentation, Ibraham PTA
    • Overcoming a “Title I” label has been our challenge this year
    • Recruitment of parents for volunteering opportunities at Curriculum Nights
    • Kids love seeing their parents in the school
    • Fund raising: Goal = $2500, Current = $2067 (classroom supplies & resources)
      • Team building, relationships = direct support
      • Communication: group text, Facetime
    Cook Elementary and Priority Schools, Dr. Beverly Emory
    • 29 schools met state definition of “low performing” status (based on combination of proficiency and growth)
      • No additional funding provided by state to address needs
    • 11 schools met federal “priority” designation: lowest 5% of schools over time (based on proficiency only)
      • Some change is required, but the type of change for most of the schools remains to be determined. Not all models require personnel changes.
      • Leadership decisions will be based on evaluation process
      • Capacity for change is limited by district resources
      • Some federal funds are provided to schools on list
    • Cook Elementary
      • One of the state’s lowest performing schools for last 6 years
      • Restart Model: New staff, new leadership, new programming
      • Focus: Early literacy as a means of improving student achievement and as a model for other educators
      • Leadership: Principal/Executive Director to administer the school and lead the model program for other educators
      • 1st “Innovative School”: Turnaround model for improved student performance including some scheduling and personnel flexibility
      • Parent meetings have been scheduled to include parents in the design of the school
    • Question: Why isn’t Cook being consolidated with Brunson?
      • Answer: There is plenty of capacity for Cook to serve the residential student population.
    • Question: How will Cook parents be involved and held accountable for the new school?
      • Answer: We want a design team to help determine the new school, which will include parent input and participation.
    • Question: How long is the process for Cook to turnaround supposed to take?
      • Answer: We have indicators beyond student achievement that we will track to determine if the program is successful – teacher turnover, enrollment growth, etc.
      • Answer: We have 3 years to establish data and then to review the progress.
    • Questions: Are you partnering with Read WS for Orton Gillingham support? Will you conduct research to determine which program/strategies to use?
      • Answer: Yes, we are partnering with Read WS. Yes, we will be conducting research to determine which program/strategies to use.
    • Question: How was the timeline determined for when to notify stakeholders?
      • Answer: We made some assumptions about the order we should follow. In future, we will reflect on the lessons learned from this experience.
    Teacher Recruitment and Retention, Dr. Paula Wilkins
    • Please see PowerPoint for details of following topics:
      • Educational climate
      • Recruitment efforts
      • Retention efforts
      • Additional discussion points
    • Question: How proactively do we use the Teacher Working Conditions Survey?
      • Answer: The data is used as part of principal evaluation. We encourage schools to use the data to determine changes that need to be made.
    • Question: Is help provided to teachers to deal with classroom management issues?
      • Answer: STAY program provides guidance. Mentor and STAY coaches help. Teacher Academy for struggling teachers will address these issues. We have hired additional PBIS support personnel. Instructional coaches also provide support.
    • Question: How were teachers selected for the Teach to Lead experience?
      • Answer: Input was solicited from principals, coaches, and district-level personnel.
    • Comment: We will always have trouble with teacher retention when we fail to hold students accountable.
    • Question: What are you doing to help with retention of EC teachers?
      • Answer: We are providing support for the licensure testing process. We are advocating for reciprocity relief.
    • Question: What can parents do to communicate the impact of teacher vacancies to elected officials?
      • Answer: The best way is to consult with local and state PTA officers. The school district is limited to providing facts and cannot advocate for a political perspective.
    • Question: What are we doing about diversity recruitment? What are we doing about cultural competency training for teachers?
      • Answer: The recruitment committee is considering diversity needs as part of its work. Dr. Willette Nash provides cultural competency training.
    • Comment: Teachers can’t make a difference because they’re exhausted from all of the required testing.
    • Question: What is being done about morale?
      • Answer: We are trying to provide differentiated professional development to tap into teachers’ passions. We are asking for input about what teachers need.

     

    2016 Bond Referendum, Theo Helm

    • Please see PowerPoint for details
    • Proposed Project List = $325,826,943
    • Maintenance updates = See attachment
    • Community Bond Meetings scheduled throughout February and March in various schools
    • Question: What is being done about facility needs at Hanes?
      • Answer: We are looking into what needs to be addressed in an equitable way.
    • Question: Is this different from the state-initiated post-secondary bond issue?
      • Answer: Yes. However, it might be competition based on public perception
    • Question: What is the process for deciding priorities, and when will the public be informed?
      • Answer: We would consider what is ready to be implemented and what is our capacity for doing the work.
    • Question: What is the process for determining the location of the pre-K center?
      • Answer: Sometimes we already own the property and sometimes we need the bond funds to purchase the land
    • Question: Is it possible to add EC Pre-K classrooms as part of the pre-K center?
      • Answer: We’re looking at a blended model that will incorporate EC and regular ed students into the same classrooms.
    • Question: What is the process after the community meetings?
      • Answer: The Board will finalize the list in a public meeting.
    • Comment: Communication among stakeholders needs to be improved.
    • Question: Basically, we’re talking about a $325M loan. Will you borrow the whole amount at once?
      • Answer: No. We will borrow it over time.
    Next Meeting
    Tuesday, April 19, 2016
    Rm. 219, Education Building

     

Last Modified on February 19, 2016