Let's Talk School Q&A

Published April 28, 2011

Dozens gathered April 19 at Franklin High School for the first of four "Let's Talk School" meetings with WCS Superintendent Dr. Mike Looney.  The meetings are designed for parents and community members to meet with the superintendent, ask questions and learn more about the operations of the school district.  Three more meetings will be held from 6 p.m. until 7:30 p.m. on the following dates:

Each meeting will begin with a formal presentation by Dr. Looney, followed by a structured question and answer session.  Below are the questions and answers presented during the April 19 meeting at Franklin High School.

1.      How do we identify and rectify the issues with those schools that are not meeting achievement and/or growth goals for each academic year?

We have a great group of employees.  This past year we placed great emphasis on developing scope and sequence guides to ensure that all of our students were being taught the minimum standards required by the State. In the past, this was not the case.  In addition, we have provided significant professional development activities for teachers and administrators on teaching the standards, differentiating instruction, and on providing interventions for struggling students.  I am confident these efforts will lead to improved outcomes.  However, at the end of the day, the success or failure of any one school is determined by the quality of leadership in the building.  We will offer support and guidance to our principals to help them maintain success.  If this is not successful, we will make the appropriate related personnel decisions.

2.      How are teachers encouraged to teach beyond the minimum standards e.g. make sure the minimum standards are covered and then differentiate for the average and higher performing students?

Our teachers are skilled professionals and are quickly adapting to the differentiated instruction model.  We continue to highlight the scope and sequence standards as just the minimum required standards.  They are encouraged and expected to accelerate student learning beyond the minimum.  I regularly see evidence of teachers successfully accomplishing this difficult task.

3.      Instead of early dismissal days for teacher collaboration, why not use the summer?

There is ample research indicating teachers learn best when being provided with opportunities for professional development during the normal work day.  We have and will continue to provide these opportunities during the summer months.  However, this creates additional costs because teachers are not contracted to work during the summer months.

4.      How and who decides what languages and which fine arts programs are chosen for K-6?

The fine arts program is defined by the state and has specific curricular objectives.  Dr. David Heath has been tasked with the creation and facilitation of a taskforce to study foreign language in the elementary schools.  The taskforce has already had at least two meetings.  I look forward to their recommendation.

5.   What is the elementary school in the top right quadrant doing that we are not?

We have explored what processes and practices are common in high achievement and high growth schools and districts.  This exercise was affirming in that they are doing much of the same kinds of things we have implemented in the past year or two.  The one notable exception may be a higher degree of student accountability for mastering grade-level content.

6.   Why do we have preschool (childcare) programs in the high schools?

Our high school preschool programs are part of the Career Technical Education curricula offered by many schools in the nation.  The course work is designed to prepare high school graduates for work in the field of child services.  Graduates of these programs often find work in public and private preschool centers; pursue degrees in early childhood education, or other related work. 

7.   How do you explain the success that Florida has had in launching their “free lunch program” students past those in TN if poverty holds students back?

Florida has done a great job at improving student NAEP scores.  In addition, students in Florida show solid gains on their state assessment FCAT.  However, when you drill down into their data a few other variables should cause us to pause prior to jumping on the Florida bandwagon.  For example, prior to their reform efforts in 2001, 6,500 students were retained in the 3^rd grade.  One year after Florida’s reform efforts were initiated, 27,000 3^rd graders were retained.  There is significant research correlating grade retention with risk of drop out.  Moreover, there is not a single school system in Florida that reaches an ACT composite similar to that in Williamson County Schools.  Last year Williamson County averaged a 22.7 ACT composite.  I have included data from all of Florida’s school systems below.