In this, my forth joint meeting I have participated in since becoming superintendent in July 2007, I would like to provide a quick overview of the work and how we are where we are, an update or status report of the work, as well as share those accomplishments, achievements, and recognitions the Anson County Schools staff and students have earned.
Though much has improved in the past three and half years, there are however, critical areas that remain challenging.
We have worked hard to raise awareness, understanding, and support for the initiatives undertaken to address both the failure to learn and failed learning.
We have put in motion comprehensive supplemental technology-based instructional programming to intentionally, specifically, and timely address students that have significant inexperience with foundational language and learning skills necessary to become successful readers and learners.
We have put in motion an ambitious expectation that all students will meet or exceed academic standards in Algebra before entering 9th grade.
We have put in motion programming (AVID) at the middle and high school level to build capacity, resiliency, skills for success in college for those students that may not have those supports elsewhere. Though our high school AVID program will be undergoing a makeover, the middle level program has received regional and national recognition for excellence.
We have put in motion an alternative program operated by an Education Management Organization (Ombudsman) funded by a three-year $2.3 million dollar grant to authentically provide students access and opportunity to learn to meet or exceed college and career readiness skills, knowledge, and experience.
In addition to laptops, virtual learning, revisions and expansions to Career Technical Education (CTE) programming to create options and choices for all learners to name just a few of the initiatives to create value for teaching and learning are becoming firmly established.
The results indicate we are moving in the right direction. However, we should be – must be further along.
To address inconsistencies in performance, we are in the first full year of our formative assessment initiative where students and teachers look at teaching and learning performance every three-week to inform of and for improvement.
Though it may appear judgmental, our students can be, should be, and must be expected to perform to higher standards – academically and behaviorally.
In a like manner, our staff – all staff can be, should be, and must be expected to perform to higher standards.
Similarly, our parents, our community can be, should be, and must be expected to support teaching and learning to a higher standard.
The greatest threat to our work – the work of ensuring that each learner meet or exceed academic and behavioral standards is the tyranny of low expectations – we collectively expect too little.
No one is at fault - but all of us are at fault
No one is to blame – but we all share in the blame
A climate of high expectations for success will only come into existence by intentional thought, action, and commitment by all – not just the educators, the students, the parents, or the county – all means all!
Two truths that must be stated that if not embraced in a significant way will not allow us to move forward.
Truth #1
"The quality of an education system cannot exceed the quality of its teachers"
Truth #2
"The only way to improve learning outcomes is to improve instruction"
These truths form the basis of our human capital development initiative (see section titled RttT for more details).
Over the next three years we will make an unprecedented investment in the learning of our teachers and administrators to fulfill both the aforementioned truths.
Suffice it to say, we are pleased with our improvement but far from satisfied.
Respectfully,
Dr. Gregory A. Firn
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