Swinging Open the Door to Opportunity for Each Learner: 2012-13 Budget Process

January 20, 2012

Awaken the Possibilities

In our elementary school classes, children often write down what their “hopes and dreams” are for learning at the beginning of the school year. Dreams are not just about the distant future, but also about the here and now. While walking with a principal in the fall, this “dream” for learning posted by a fourth grader caught our attention:

I want to be a computer creator when I grow up. I want to learn how to draw, and use technology, and do long division really well.

young mathematicians

As educators, we want our young people to graduate ready for any opportunity they choose to pursue. We also want our graduates to enter adult citizenship with a commitment to contributing to their communities.

While visiting Brownsville Elementary, I ran into a Western Albemarle junior who shared his dreams for his future with me. Already a committed community volunteer, he has assisted teachers at Brownsville weekly since sixth grade. He said to me, “I’ve wanted to be a teacher for as long as I remember.” This young man can describe choices of excellent teaching programs in Virginia’s colleges and the path he intends to take to become a teacher.

Musician at Play

Every dollar of our budget should help each child get closer to making his or her learning dreams become reality whether it is to become a “computer creator” or a teacher.

Our young people’s stories remind us to keep their faces in front of the numbers in the division’s budget. Educators own the key responsibility of public education in America: to keep doors open as wide as possible for learners to pursue and realize their dreams. By making learning accessible, we help each young person develop the knowledge and skills needed to optimize a range of opportunities available after graduation.

Education Opens Doors to Opportunities

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On Being Thankful

November 21, 2011

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

October 9, 2011

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.


The Masters in Reading: A Literacy Return on Investment

May 23, 2011

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)


Hard Work and College Dreams: AVID Supports Both

March 1, 2011

Governor McDonnell says that Virginia needs 100,000 additional college degrees over the next fifteen years to develop and sustain a globally competitive workforce. Former Governor Tim Kaine and Former President Bush held a similar perspective. President Obama made this work a cornerstone of his most recent State of the Union speech.

Monticello High School Grads

If there’s one area of agreement among politicians, the business community, educators and community members, it’s that we need to educate all young learners to higher levels than ever. Unbelievably in the United States, this current generation of high school graduates will be the first in our nation’s educational history to be less educated than the generations ahead of them. At a time when we need to accelerate the numbers of students completing higher education, we are seeing a drop in the percentage of grads finishing college. The rest of the world is leaving the U.S. behind.

The opportunity to acquire the knowledge and skills necessary to attend and successfully complete college provides young people with the chance to fulfill career dreams and aspirations. With that gift comes a learning responsibility to do the work necessary to successfully graduate from high school. The AVID program, Advancement Via Individual Determination, provides students who likely will be the first-generation in their families to attend college with the support they need to learn, practice, and use the skills they need to be college ready.

This nationally recognized program has been phased in as an elective course offering at Monticello, Western Albemarle and Albemarle High Schools and in four of five middle schools. It’s a priority to have AVID in place in all secondary schools within the next two years because we believe it’s important for all students to receive access to the school work that’s a prerequisite to college admission.  However, some ask why do we need to provide AVID electives to students?

Despite a parent’s desire that their child enter college, students whose parents did not attend college often lack the skills they need to demonstrate academic responsibility in school and at home. They don’t have the advantage of a parent who knows the ropes of what’s needed to be prepared for college. Tasks such as homework completion, note-taking capability and use of study skills are just the tip of the iceberg of what students need to be successful. AVID teachers reinforce and teach these basic skills, and many others, to students enrolled in the program.

AVID students must take higher levels of courses than they’ve ever been challenged to complete in school. They learn about colleges and universities all over the United States and the requirements for college acceptance. They visit local colleges and meet with counselors. When they approach their senior year, AVID students work on college essays, research potential scholarships, complete college applications, learn about federal loan applications, and study for SATs.  Their teachers expect AVID students to work hard; to do whatever it takes to reach success.

The Board and staff of Albemarle County Public Schools believe in the power of young people to achieve any dream they desire. We also know that attaining dreams takes effort and hard work. The AVID program teaches our learners how to dream of college and careers for the future. The teachers of AVID also teach students the skills they need to meet college expectations. They know dreams provide the reason for working hard and working hard helps learners fulfill their dreams.

Dreams and hard work – it’s the fuel that makes our community, our state, and our nation into what we label “the land of opportunity.”  Our first AVID seniors have begun to hear acceptances from colleges.  Every acceptance letter is a win for the student and a win for our investment in AVID. As our AVID students enter college, we plan to follow them to determine their success beyond high school.

According to www.avid.org, the AVID program serves about 400,000 students in nearly 4,500 schools in 47 states, the District of Columbia, and 16 countries and territories. While proof of the program’s effectiveness is supported by data, Albemarle County’s eighth grade AVID students from Jack Jouett Middle School say it best through poetry:

We are Advancing Via Individual Determination.

We believe that anything is possible if we apply ourselves.

We hear words of encouragement as we work towards reaching our full potential.

We see each other’s continuous growth towards a future that is promising.

We are Advancing Via Individual Determination.

We strive for perfection knowing that it is unattainable and understand that grades are not the only thing that determines our success.

We feel that we have the capacity to change not only ourselves but our families, our schools and our community.

We create an environment of trust and support for one another and know that AVID is a family.

We worry about not meeting our potential but realize that failure to do so is not an option.

We challenge each other to meet AVID’s expectations and to be positive role models for others.

We are Advancing Via Individual Determination.

We acknowledge that AVID is here to push us and provide us with support, but that true success takes individual effort and a lot of hard work.

We contribute to our society by knowing that we can positively influence the future.

We commit to focus on academics and growth even when faced with adversity.

We hope that we are planting the seeds of success and that AVID can be something that can help all students reach their goals.

We dream of the day that we will see the proud faces of our parents as we walk across the stage to receive our college degrees.

We are the 8th grade AVID class at Jack Jouett Middle School and we are Advancing Via Individual Determination.

UVA Graduation


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

February 13, 2011

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

January 3, 2011

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!