HomeMy WebLinkAbout2008-02-20
BOARD OF SUPERVISORS
FIN A L
FEBRUARY 20, 2008
6:00 P.M.
LANE AUDITORIUM
COUNTY OFFICE BUILDING
1. Call to Order.
2. Pledge of Allegiance.
3. Moment of Silence.
4. Public Forum to receive comments on the proposed FY 2008/09 County budget.
5. From the Board: Matters Not Listed on the Agenda.
6. Adjourn.
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ALBE~ECOUNTYSCHOOLSBUDGETCUTPLANS
Eric Hahn 7th grade Henley Middle School
· Introduction-Name-Vice president of 7th grade-student of Henley
middle school
RECEIVED AT BOS MEETING
~. ;/0 . i).o(J <r
· We need to FULL Y fund the school budget Date:
Agenda Item t#: ~
· School budget cuts-cut 6 cents tax rate last year Clerk'slnltJals:
· Last year everything was fme why need to drop the tax rate to 68
cents per hundred dollars
· 9.6 million lost, 6 million to schools cut over 2 million from this years
budget
· Next years programs threatened- strings and extra curricular programs
People who don't have the money (low income families) can't provide
private lessons for there kid every one should have a change to learn
music and art for a college interview. Colleges are looking for well-
rounded kids with all sorts of talents not just the core classes.
· City has 5 Million dollars extra in there budget to spend on extra
computers, Textbooks, and other item
· I'm in the environmental club and we should spend money on
environmental initiatives not just academic issues. We are looking for
long-term issues not just short term. If we put solar panels on some
part of the roof to power lights we would save money for power and
use that for academic objectives, we should also change the lights to
less energy consuming lights, and even install sky lights for natural
light. Compost bins for food instead of throwing it away and use that
compost to grow the schools own food.", ""7--7 . '?' ..r-LJ _
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I am here tonight as a parent!a taxpayer and a teacher.
rv:f.c-s.' v., ",I,!
This so-called budget crisis ii; R8t nEJ\':B,~ is a sham. Anyone could have seen it coming and
many, indeed, predicted it. This is an artificially created budget crisis. It was knowingly
perpetrated on the citizens of Albemarle County by the Board of Supervisors. It was created
when the Board caved in to the minority of voices at last year's budget meeting crying the age-
old reactionary slogan of "tax oppression" (even though we have one of the lowest tax rates in
the area). It was created when the Board willfully ignored the majority of voices at that same
meeting who called for maintaining the 74-cent tax rate and fully funding the county's
educational needs. And so here we are again.
5t\l V~1c9V e.
G;CJfd Cf '18
But, look closely at what has happened in this intervening year on the Board of Supervisors itself.
The makeup has changed and one of the Republican members, one of the most outspoken
proponents of last year's tax rate reduction, is GONE. What does this tell us about the priorities
or the citizens? Let's be clear. The citizens of Albemarle County removed a member of the
Board whose ideas were not in line with their own and replaced him with someone whose ideas
are. This is what representative government is all about. The duty of the Board of Supervisors is
not to make decisions based on members' personal preferences or ideology; its duty is to make
decisions based on the "general will" of the citizens. In this case, that will is clear - bring the tax
rate back up and in line with the highest priority of those citizens, that of fully funding education
and maintaining the school system's "excellence." The Board has an opportunity here to learn
from its mistake and to redeem itself in the eyes of this community.
And what will happen if it does not? In a few years, as the pay scale of our teachers lags behind
and as the gap between ours and competing cOtlnties gets larger, this system will hemorrhage
good teachers. We will become simply a stepping-stone, a place where new teachers can get
some experience before moving on to higher-paying jobs elsewhere. We will become a footnote
in the careers of teachers, not a district in which to spend long and fulfilling careers. This will be
an enormous disservice to the students and this system will ultimately lose its luster. Teachers
with experience are better teachers; they've had time to refine their methods and can use their
experience daily in their classrooms to inspire children. I am still working towards that point in
my career. But I am thoroughly disappointed with this double-talk from the county; on the one
hand extolling the virtues of our "world-class" school system and promoting educational
excellence in the abstract, then refusing to adequately compensate those that dedicate themselves
to it. It shows a lack of respect for teachers and has led me to seriously consider moving my
family and myself from this county to one where an educational excellence is not simply a matter
of idle rhetoric, but a clear priority as demonstrated by meaningful funding.
Last year's 6-cent tax reduction saved me $200. I would hand it back in a heartbeat to ensure
that this school system is what it claims to be and to know that teachers here are satisfied, gladly
engaging in the instruction of our children, and are 100% committed to preparing those children
for life as adults and for fulfilling careers of their own. Because that, in the end, is what it is all
about.
RECEIVED . B(YS \>,.ilEE: i;..i;
~.~ O.oq
Date: (:1\'....___:..0,______....
Agenda Item #:_.._..:t._~.__.. . - '.
Cler\<'s Initi::ll":,n -m1t-W
To the Albemarle Board of Supervisors
February 20, 2208
For the first nine years of my son's schooling, I came to these meeting in support of
public education. It was when he entered high school that I found that our public education
system is not one system, but many.
During those first nine years, I saw a system which tried to give every child the chance to
be successful.
The difference in high school may be because the students were now teenagers, and the
administration at Albemarle decided that part of a teenagers' education should be that life is not
fair.
Do not gets the wrong idea, some of my son's best and favorite teachers are at
Albemarle. What I'm about to say is directed at the administration.
We are in any budget crisis; any day now we'll be told that we are in a recession.
Whether you are a county government, a school system, a business, or the person who works out
a family's budget, when money gets tight and there is no belief that extra money will be found,
the way to survive is to cut the fat!
I can say that from personal experience, that the Albemarle's administration is indeed,
very fat!
At Albemarle there are five principle, and an athletic director within its staff. Do we need
all of this top heavy, highly paid,fat administration?
Here is an example: At the beginning of the swim season the head coach died
unexpectedly. Some will say that the AD was supportive of the team, but I know that some of
her actions, made it difficult for some children to deal with the situation.
At their first meet after their coach's death, two things happened which reflects upon the
AD. First, she allowed an outside group of parents to interact with the swimmers. But the
bigger blunder, was that the AD left before the meet was over. While our swimmer stood in the
wet swim gear, on that winter's night, the AD was not there to help the assistant coach & team
parents to find a way to get the team back to AHS, since the school bus that brought them there,
left and did not return.
I ask that you not to penalize students or teachers but rather tell the School Board to look
at the administrations and cut the wasted fat.
In the PTO literature we are told that without more money, we will lose the string
program and/or get larger classes. Cutting even one of the administrators could pay for these.
Your decision should be, to tell the School Board to bring you a new and qualified
budget where the Students and Teachers are not penalized and the fat is removed!
c;:q~~
(Parent of a AHS Student)
203 Westbrook Place
Charlottesville, VA 22901
(434) 309-1087
RECEIVED AT BOS MEETING
Date: ~ 0 ~ () oJ 00'6
Agenda Item #: If
Clerk's Initials:_~~1i
Albemarle County Public Schools Parent Council- February 12,2008
http://www .acpsparentcouncil.org
BACKGROUND
Last year, Albemarle County reduced the real estate tax rate to $0.68 per $100 assessed, resulting
in significant school budget cuts (larger class sizes, etc.).
~ Your children are going to be effected more this year due to reduced revenues.
~ This year, real estate values have not grown as expected, resulting in more losses when
taking into account inflation, salaries, and health care and fuel cost increases.
~ The School Board has developed a budget to provide the world class education your
students need to be successful. Anticipated revenues are $1.3 million less than the
proposed budget. The budget is already "bare bones," our students cannot get the
education they require and deserve for any less.
WHAT IS AT STAKE?
The School Board is considering these CUTS to deal with the revenue shortfall:
~ Charging to participate in athletic programs
~ Charging for school bus transportation
~ Larger class sizes
~ Elimination of new textbooks
~ Elimination of electives or under-enrolled classes
~ Elimination of Strings programs
HOW YOU CAN MAKE A DIFFERENCE!
Your support is critical! We need your help to communicate the following MESSAGE:
~ Support public education - strong public schools makes for strong communities
~ Fully fund the School Board's requested budget (knowing that significant cuts have
already been made)
~ Any form of communication is better than nothing.
~ Let your supervisor know you care, and are paying attention.
~ Do the following, in order of importance:
~ EMAIL, CALL, and WRITE ALL members of the Board of Supervisors
All Supervisors will receive your email if you send one email to: bos@albemarle.org
Show your support before the Board of Supervisors - attend these public hearings on budget
issues. We need to pack the Auditorium in support of education funding!
Write letters to your media stating your concern and support for public education.
To: Albemarle County Board of Supervisors
February 20, 2008
From: Margie Shepherd - teacher, resident, parent of four children whoMIT~guat~g ff-om
Albemarle County Schools.
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First, I want to say to the Board, and to any reporters here that the "staff' referred to on the front
page of today' s Daily Progress, as in, "Recently, county staff recommended that the supervisors adopt a
68-cent tax rate for fiscal 2009" ..... well this was sort of the royal "staff." Nobody actually polled "the
staff." This was Mr. Tucker or a couple of guys on the fourth floor. I dare you to actually ask "the staff,"
what we think about the budget.
Last spring, as state money was tightening up, as the housing market slid downward, as even Ben
Bernenkie was getting nervous, you all chose to lower the tax rate by six cents. What were you thinking?
Six cents. It cut 9.6 million dollars and lopped something like six million just from schools. For
what? When some of you were asked about the shortfalls, you blamed it on the housing crunch. It wasn't
the housing crunch - it was you. The city had the same crunch and they are meeting to decide what to do
with their five million dollar surplus. You must own this problem and you must fix it. You've got a chance
now for a do-over. Restore the six cents. Stop the levee break that is threatening the level of excellence in
our schools, and our community. A little wad of gum won't mend it. It'll take six cents.
To go cheap on the people in our community, and the things that are important, the things that we
hold dear - to go cheap on these is just plain folly.
.
I got a notice yesterday that came from Building Services. Due to the budget cuts, each teacher
may now have only one trashcan in a classroom. Now, I don't use them much, I recycle as much as I can
and I don't mind traipsing across the room to put something in the can - but I'm asking you - is this
really who we are? Down to skimping on trashcans and trash can liners? This is Albemarle County!
Albemarle County is ranked 58th in income in the whole country - right between Boulder,
Colorado and Palm Beach Florida, I don't think Boulder and Palm Beach are getting chintzy with their
trash liners. Weare # 9 in the state of Virginia, and we have the lowest tax rate of the nine - not even
considering the ten cents that goes to the city. Last year two of the counties above us kept their tax rate,
and the others raised theirs. But you wanted to cut six cents. For what? Was there a prize for being cheap?
We've got people being cut, programs being cut, people who leave aren't being replaced,
initiatives are going nowhere. For what? We all got sold down the river for six cents.
Take the do-over option. Restore the six cents. Stop the deluge. Thank you.
h;~'(
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Comments to the Board
Three Focus Areas Tied Together:
1. ) Teacher and Staff Salaries
2.) Small Class Size
3.) Math Specialists
Summary:
William Sterrett
02/20/08
CElVED AT [- _.1,
Oat.: ~ ~O':?4~
;"-geoda Item #._" ~J
~il)rk's Initial..' 1tl tf.; TI
The board's commitment to these three areas above has gotten results. I thank you for
your efforts and continued commitment. Simply put, we have gotten results. The
addition of our half-time specialist has strengthened our math focus and increased
collaboration. Our focus on real-life application, problem solving, and inquiry-based
instruction has not only increased our achievement levels (see below), but it has gotten
students interested in learning math and our teachers enthusiastic about teaching math!
Enclosure: The following article summarizes our efforts as a result of your commitment
to bolstering math instruction across the division.
2006
2007
~ 2008
Below
84.1
79.7
67.4
Concepts
Achieved
13.6
18.6
23,3
Woodbrook
Skills
Achieved Honors
38.6 2.3
35.6 3.4
53.5 14
Honors
2,3
1,7
9.3
Below
59.1
61
32.6
Woodbrook NSRE . Concepts
90
80
70
60
50
40
30
20
10
o
Below
Achieved
Honors
Wood brook NSRE . Problem Solving
120
100
80
60
40
20
Below
Achieved
Honors
Problem Solving
Below Achieved Honors
95.5 2.3 2.3
91.5 8.5 0
83,7 11.6 4,7
Total Math ' .J.I. S/XO'a./t'::. f(
Below Achieved ~ \'pre. -maIVl f
88.6 11,4 ~ .
88.1 11.9
69.8 30.2 ............. . 1.-
~ f# lit? math'1!,da.l1 51
cc(lct!)/}fCL'/7bu1
Wood brook NSRE . Skills
70
.~ 60
-8 50
,.
ih 40
~ 30 ,
~ 20t;'-
l. 10 '.
o
Below
Achieved
Honors
Woodbrook NSRE. Total Math
100
60
40
20
Below
Achieved
Snapshot Portraits of Math Achievement
The Vital Role qf Math Exit Slips in the Elenzentary Setting
William Sterrett and Peter Fiddner
As an elementary principal of a diverse,
Title I school of about 330 preK-5 students, I
admittedly struggle to know exactly what is be-
ing taught every day in every class and, more
importantly, what is being learned. I have been
a big proponent of the "Walk-Through" model
of short, frequent classroom observations that
focus on student work and engagement. How-
ever, as a single administrator, I have come to
the realization that my myriad responsibilities
often pull me from my most important role- that
of instructional leader. This year, however, we
made a significant "breakthrough" in terms of
better understanding what our students are in-
deed learning in the math classroom.
This past summer, our math specialist
(who is shared with another school) and I met
to discuss this very real challenge of connect-
ing with every teacher, every class, and every
student. I had heard principals speak to an
"exit slip" approach and had mulled this over
in those "slow, reflective" summer months! We
came up with an approach in which teams would
give several exit slips a week in math so that we
could find out what was being taught, and what
was being learned. In fact, this model prioritizes
the three important "PLC" questions that author
Rick Dufour and others have posed:
I) What do we want each student to learn?
2) How will we know when each student
has learned it?
3) How will we respond?
First, we know what we want each student
to learn in mathematics. Our school is guided by
state standards, a division curriculum map, and
grade-level planning objectives. For instance,
M
our fourth grade
team begins the
second quarter
with a focus on
rounding to mil-
lions, estimat-
ing and finding
whole numbers
sums and differ-
ences, etc. But
this is usually delineated in "week blocks" or even sim-
ply "quarterly" segments- it is hard to distinguish what is
done on a day-to-day basis.
Second, we know whether or not students have
learned the content based on assessment feedback. We
have those "high stakes" end-of year state assessments,
mid-year tests, quarterly tests, and common unit tests.
However, the "turn-around" on these tests takes time and
it is often hard to gain a snapshot glance of what is actu-
ally being learned on a daily basis.
Finally, how we respond is of the utmost impor-
tance as we simply cannot wait until receiving results
from a critical mid-year test to implement next steps.
Our response time has to be much more fluid, flexible,
and frequent as we simply do not have time to spare.
We decided we need a weekly reflective look that
gives us both a "snapshot" (quick, regular glance) and a
"portrait" (deeper understanding) perspective of where
our students are in math. Thus, in designing a Math Exit
Slip Strategy for our school, Mr. Pete Fiddner, our math
specialist, and I emphasized the following imp0l1ant
items as we set out to improve collaboration, assessment,
and instruction across the grade levels in math.
Using a Weekly Chart- We collect a weekly math
exit slip chart (See Table I) from each teacher which
Virginia Association for Supervision and Curriculum Development
simply has the student name on the left hand vertical
column, and the day's math strand in the top horizontal
column. Teachers simply place a "check" in the column
if the students get the answer correct and an "x" if the
exit slip is incorrect. They turn these in on Friday (along
with a student sample from each day). We initially set the
week total goal offour exit slips, but have streamlined this
down to "two or three" as the goal as we have found that
we are able to gain quality data from a "less is more" ap-
proach.
TABLE 1
Teacher Name Grade - Date
Exit Slip Record: Please place a -V by students who answered the Exit Slip correctly and an "x" for an incorrect re-
sponse. Please total the week's responses and submit to Mr. Fiddner by the following Monday afternoon. Please
submit one student sample slip for each day (thus five samples all together can be different students). You can
paperclip to this sheet and place in Mr. Fiddner's box.
iShidentName l\1onday Tuesday Wednesday Thursday Friday # correct Percent
!(Last, first) Strand: Strand: Strand: Strand: Strand: L/4) correct
4.21 4.5 4.5 4.7 (aim for at (%)
i least 4 per
week)
Amy ..J ,/ , I -V "+ 100%
!April ..J -V -V x 3 75%
O_"_'_~...,,,,'~,,_.. ~-_W_"~,v'~._""<,,.~_~,...~ ,~,w~,
IAshlee ..J -V -V ,/ 4 100%
!Beau v I x -V ,/ 2 I "00/,.
l
l
I
iJason ./ i -V ..J " 3 75%
I
f'~R"','
I
John ..J -V J 3 75%
~"<"<<<'''''''''''.'''''>>:':''''''''''''';;'0:<<<<' ''''"':''-'O<_'_'_C<,,,-.,,,
iJuwan I ..J -V ./ 1 ^, o/c
'I ! ~ v' 0
Kathie -V ' / -V ,/ 1 OO'/'o
I ,
iKatie -V ./ ,/ -V A 100%
~
(Marcus -V -V -V -V 4 I 100%
.'-=.",- """",,,,-,,^,,,,,,~,,....., ".v. ,~w "_"~__'V=_.'.~W""_'.''''''' ,_w,._
Virginia Educational Leadership - Enriching The Global Work Ethic - Vol. 5, No.1, Fall 2007 "
Team Design and Implementation: We have found successful grade-level teams decide in their weekly meet-
ings I) which strands were going to be taught; 2) what sort of questions would be given; and 3) then generate
those questions to provide for a "common voice" approach--- this shared data has helped guide conversation in
teaching and learning.
Differentiation in Assessment: In today's world of standardized test questions in multiple-choice fonnat,
it may seem easy (or necessary) to rely on forced-item formats to get students "test ready." Pete and I have
stressed the importance, though, of incorporating problem-solving and open response format items as well.
Again, the teacher simply uses the "check" or "x" method to relay if a student has "gotten it" or not.
Collection and Representation of Data: We devise a simple spreadsheet and simply "plug in" the teachers'
data (See Table 2). The "check" and "x" is then formatted to a simple binary code ("0" as "incorrect," "I" as
"correct") to be used as categorical data. This provides a holistic perspective of a trend-line data approach that
serves to see strengths in weaknesses of a particular student, class, and/or strand.
TABLE 2
Ms.M 12- 4-
Sep Sep
SOL 4.2 4.7
Amy 0 23%
April 1 0 38%
Ashlee 54%
Beau 62%
Jason 38%
John 62%
Juwan 1 62%
Kathie 46%
Katie nla 23%
Marcus 0 38%
90%
Number and Number Computation and Geom- Probability and
Sense Estimation ment etry Statistics
"
Virginia Association for Supervision and Curriculum Development
Reflection: Each week, Pete and I simply sit down and discuss the work we are seeing from each grade level
and check on a couple of items: 1) Pacing---are teams and teachers staying consistent with our curriculum
maps?; 2) Grouping---are current collaborative and grouping approaches appropriate?; 3) Success Stories---
what examples can we share out in a faculty meeting of exit slip success stories? This reflective approach helps
us celebrate what is working and fine-tune what is not.
The Math Exit Slip approach has encouraged dialogue and collaboration in our school and has allowed
the principal and math specialist to work in a deliberate, systematic, collaborative approach with the teams. We
feel that it is an important first, solid step in a deliberate, collaborative, and reflective approach in teaching and
learning about mathematics at the elementary level. These "snapshot portraits" have given us the breadth and
depth to better understand how our students are succeeding in math.
References
Dufour, R. (2004). What is a "Professional Learning Community?" Educational Leadership, 61 (8), retrieved
on 1 % 1/07 from http://pdonline.ascd.org/pd_ online/secondary _reading/eI200405 _ dufour.html
William Sterrett is a second-year principal with Albemarle County Schools at Woodbrook Elementary School in
Charlottesville, Virginia. Aformer upper elementmy science and language arts teacher, middle school science
teachel; and elementmy assistant principal, Sterrett earned his undergraduate degreefivm Asbury College in
Wilmore, KY and his Ph.D, from the University of Virginia.
Peter Fiddner, aformer upper grades teacher, serves as afirst-year Mathematics Specialist for Albemarle
County, working closely with l1-vo schools. Peter Fiddner earned his undergraduate degree from Alfred Univer-
sity and is currently working towards his math specialist certification and graduate degree.
Virginia Educational Leadership - Enriching The Global Work Ethic - Vol. 5, No.1, Fall 2007 VI