From an analysis of the data, observations of schools, and interviews with School Division officials, the SchoolMatch Audit team makes the following recommendations:
In an effort to be of assistance to the Chesterfield County Public Schools, the SchoolMatch audit team has organized its recommendations in the same five categories defined in the Six-Year Improvement Plan, 1999-2005 (See Appendix J).
Since the School Board serves as an umbrella under which mission and initiatives move forward, Recommendation 1, School Board Policy Manual Revision, stands alone.
The Division should give a high priority to a complete and thorough revision of the existing policy manual, recognizing that policy review and development are never-ending tasks. As the current comprehensive review process moves forward, the adopted Board policies should be physically separated from the implementing regulations and administrative procedures and forms.
To ensure progress in meeting this goal, it is recommended that the staff and Policy Review Committee proceed to categorize the work as follows and present to the Board for appropriate action.
Category 1: Includes policies and regulations that are out-dated and no longer relevant. These policies should be deleted by Board action. (Example: Procurement policy that is no longer needed because the School Division uses the county government's procedures/policy.)
Category 2: Includes policies and regulations that require no change, but need to be retained. Board action should show a new date of review and adoption.
Category 3: Includes policies and regulations in need of minor changes, clean up or fine-tuning. It appears that there are a large number of policies in this category. (Example: References in policies to a Deputy Superintendent position that has not existed for five years.) Board action should show a new date of review and adoption.
Category 4: Includes policies and regulations that require major change and likely require broad community input and opportunity for comment. (Example: proof of residency as part of the policy governing enrollment and administration of medications to students.) The Board, staff and various constituencies have identified a number of Category 4 policies that need discussion for major revision.
Category 5: Includes new policies that may be necessary to address current gaps or new policy issues that have arisen. The Policy Review Committee should evaluate the need for new policies and ensure appropriate process before recommending to the Board for formal action.
Action on those policies categorized as "1", "2" or "3" should be completed by December 31, 2001. Action on those policies categorized as "4" or "5" should be brought to the Board in a timeline that is reasonable for obtaining appropriate input from the community, reviewing research, obtaining legal review, or reviewing the comparable policies from other school systems. The Board's workload in meeting other priorities such as budget development, administrative appointments, or other actions such as rezoning will also need to be factored into the timeline. There should, however, be systematic progress in addressing these more complex policy issues.
The Virginia School Boards Association may provide a wide range of policy titles for consideration. SchoolMatch also has provided the Division with a Board Policy Worksheet for assistance in this undertaking. A SchoolMatch team member, Dick Koeppe, stands ready to assist the Policy Review Committee as they work on this important task.
(Note: In addition to written Board policy and written regulations, there also exists written administrative procedure as well as historical practices that govern school operations. School officials should review these operating documents to determine relevance, consistency and compatibility with Board policy documents.)
In its observations while on site, the SchoolMatch consultant team noted several instances where the Division could benefit from a review of gender equity issues. Observations included visits to classrooms and specialty program centers, a review of course enrollments, discussions with teachers and administrators, and meetings with School Division stakeholders.
Although the Division may be commended for enrolling a balanced number of males and females in more rigorous courses, as the overall data indicate, efforts to determine reasons for and correct these gender imbalances should be undertaken as soon as possible.
It is recommended the Division undertake major efforts to reduce the dropout rate in order to retain more students through high school graduation. Actual numbers of students dropping out over a four year period (1996-1997 through 1999-2000) were provided by the Management Information Office of Chesterfield County Public Schools. Using this actual data, the 4.11% 1999-2000 dropout rate is the lowest in four years' observations.
Six hundred eight students dropped out of Chesterfield County Division Schools during the 1999-2000 school year. The high school population in 1999-2000 was 14,764 students. In order to achieve the cohort dropout rate average of 1.6% per year, or lower, CCPS would need to reduce the annual dropout rate by 2.51%. In terms of real students, for example, this means that during the 1999-2000 school year, CCPS would have lost only 237 students, or fewer, as dropouts. An additional 371 students would have remained in school to continue their education.
Research indicates that effective programs for youngsters prior to entering kindergarten can greatly enhance achievement in later school years. The site visit team encourages the Division to give serious consideration to reinstatement and expansion of early childhood education programs that have been curtailed for financial reasons.
The average SAT scores (1012) for the Division are high compared to the mean for cohort Divisions (1000) and the effectiveness level (1036). Likewise, Advanced Placement program results indicate more students in Chesterfield County take Advanced Placement courses (16.7%) than the mean of the cohort group (13%) or the effectiveness level (15%). Chesterfield County students taking AP exams (9.7%) outdistance the mean at 4.3% and the effectiveness level at 5.2%. More significantly, Chesterfield County students earning college credit for high school work on AP exams at 79% outdistances the mean (65%) and effectiveness level (75%). This very bright picture, however, does not reflect achievement of all students in the Division, especially those who are not college-bound.
A review of student scores on the Stanford 9 Achievement Test in grades 4, 6 and 9 shows uneven results (charted on pages 13 and 14 of this report). In some cases, Chesterfield students are below both the effectiveness level and the mean. Similar results are reflected in the Commonwealth of Virginia's emerging Standards of Learning (SOL) testing procedures as presented on pages 15 through 17 of this report. When these results are combined with the presence of two International Baccalaureate programs at the high school level, the Site Visit Team concluded the Division is doing a commendable job in preparing youngsters for higher education but needs to undergird its learning opportunities for students not planning for four-year college post-secondary education options.
For example, the Team observed some conditions that may contribute to the lower performance levels among some student groups. Team members witnessed a very teacher-directed style of instruction in several classrooms. Over-emphasis on this style can contribute to the perception that students are not involved in decisions that affect them, and perhaps, to higher dropout rates, since students may not feel they are a part of their own learning process. Students, especially those who are struggling, may benefit from greater opportunities to be more actively involved in their learning.
The Site Visit Team recommends the Division require all students enrolling in Advanced Placement classes to take the end-of-year AP national examinations. It appears numerous students do not take the tests. Cost may be a limiting factor. Therefore, it is recommended the Division budget for this cost. Requiring all pupils to take these examinations will increase the number having already earned college credit upon high school graduation. Further, it will allow the Division to more accurately assess the quality of instruction and the appropriateness of the counseling/selection process for the AP program.
The Site Visit Team recommends the Division examine the utilization of instructional time devoted to strengthening student basic skills in reading/literacy and mathematics in all grades at the middle school level.
In 1998, Chesterfield Schools restructured its middle school program by teaming teachers and students in English/Language Arts, mathematics, science and history, altering the current day to provide for seven periods, eliminating the requirement for physical education at 8th grade, allowing 7th graders to begin taking foreign languages, providing a double block of English/Language Arts for all 6th and 7th graders, and providing a class period for enrichment and reinforcement (required of some students) in mathematics and English/Language Arts at 8th grade.
The use of 45 minutes per day for physical education/health for 6th and 7th grade students appears excessive given the increasing public scrutiny of pupil performance, especially in reading/literacy and mathematics. Some students may opt out of middle school physical education/health for music and/or foreign language.
Consideration should be given to allow other students to opt out (full time or part time) for either acceleration or remediation in reading/literacy and mathematics. A number of students in need of remedial help should be identified and additional time devoted to this need utilizing this option.
Perception surveys in the School Division indicate work needs to be done on utilizing personnel effectively throughout the School Division, involving faculty in the decision-making process, facilitating classroom visits by administrators.
Survey data indicate that support exists throughout the School Division for professional development activities aimed at improving teaching.
The Site Visit Team observed that efforts are underway to improve the Human Resources functions within the School Division. However, additional changes are needed to successfully respond to the increasingly competitive market for staff.
It is recommended that a strategic plan be developed for the Human Resource Department with clear goals and fully developed strategies to reach those goals. Areas to be included are recruitment and retention of a highly qualified, diverse work force; analysis of the current roles and responsibilities within the HR staff; an enhanced plan for marketing the School Division; and increased use of technology to streamline the recruitment, application, and hiring process.
Within the planning process, it is further recommended that the following actions be considered:
It is recommended that incentive plans be devised to improve teacher attendance in the Division. The average number of discretionary days (not including long term illness, maternity leaves, staff development days and days teachers are assigned to other professional duties) absence of 7.32 days exceeds the mean of 6.5 days and the effectiveness level of 4.5 average days per teacher.
This recommendation on teacher absence also relates to the Learning Environment initiative established in the Chesterfield Six-Year Improvement Plan.
Although this series of recommendations related to communication is grouped under the Academic Achievement initiative of the Six-Year Improvement Plan, individually (b) and (d) also relate to the Learning Environment initiative, and (f) relates to the Effective Use of Technology initiative.
Although perception survey data indicate that there is wide agreement that the schools have a positive image in the local media and community, there is still a need for clear and concise communication throughout the School Division.
Furthermore, the data indicate School Division leaders should involve students and parents in the decision-making process, and work toward building cohesive teamwork by explaining clear and reasonable criteria for decision-making. A result of such actions should overcome the perception that decisions are sometimes made without hearing from those affected.
Parents, teachers, administrators and other School Division personnel responding to the audit surveys appear to agree that clear and concise communication needs to be established in the School Division. All four groups, responding to items keyed to the "correlates of effective schools," rated "clear and concise communication" in the Division at below average. This is particularly noteworthy since respondents on most other SchoolMatch survey items in Chesterfield tend to rank the Division at or above the effectiveness level.
A review of the Division documents and tours by the Site Visit Team revealed an historically unusually high use of jargon, acronyms, abbreviations and "inside language" when compared with other school systems. (Read this story) A lack of an up-to-date and generally available Board policy manual may also contribute to perceptions about communication issues. It could be concluded that the relatively low marks in communication areas could be attributable in some ways to the manner in which information is communicated rather than to the efforts or willingness of the Division to provide high quality written and oral communication.
The problem of using organizational jargon with clients and customers may have best been exemplified over three decades ago by the highly successful former CEO of IBM Corporation, Thomas Watson, Jr. A memo from Watson chastising his 300,000+ employees for a "foreign language" creeping into many presentations appears as Appendix G.
The site team strongly encourages the staff, particularly administrators in the Chesterfield County School Division, to give serious consideration to the value of understandable language in communication with students, parents, constituents, and each other. The value of what one says or writes is only as good as the ability of the listener or reader to decipher the message.
Survey young adults who have graduated from Chesterfield County Public Schools. The Audit team recommends the Division institute a program of follow up of its graduates, using such data to refine and improve the schooling experience. It is specifically recommended that high priority be given to developing an accurate mailing list for graduates and focusing follow up on young adults aged 25 through 30.
It is recommended that the Division institute a systematic process of surveying teachers, support staff, administrators, and other professionals in the interest of improving instruction and services and retaining valuable employees. Cooperation with the Chesterfield Education Association and other organizations interested in associate satisfaction should be involved in the process.
The audit team recommends that Chesterfield County School Division develop a profile of their successes to share with school systems wishing to emulate the Division. The profile would include current information on college entrance examination scores, positive perceptions about the Division, achievement data, data-based decision making, and other data and information derived from a systematic and ongoing study of students and staff in the Division.
The Site Visitation Team recommends expanding two-way communications between teachers, teachers and parents, administrators and teachers, and administrators and parents through broader use of technology.
In order to facilitate communication between teachers and parents, the Site Visit Team also recommends consideration of telephone installation in each classroom. The current policy of non-interruption of class time is laudable and should be continued. However, immediate and convenient access to telephone technology would enhance the ability of the instructional staff to respond promptly to parental inquiries and improve the management of each student's personal instructional program.
The Division-wide technology plan should include appropriate allocation of hardware, software, and trained instructors for individual classrooms. Consideration should be given to extending the hours, before and after school as well as during the summer months, when students have access to technology. A resource of "check-out" computers and/or software for use by students off site, with adequate technical support available from well-trained professionals, can further the Division's technology plan goals for all students.
SchoolMatch Recommendations related to Strong Parent and Community Involvement in the Chesterfield County Schools' Six-Year Improvement Plan, 1999-2005
School Division policy should reflect the need for parent participation in school committees and functions, as evidenced by responses recorded from teachers and other School Division personnel. Teachers further identify the need for parent volunteers to assist in the many activities of the schools in order to enrich student experience. Therefore, the Site Visit Team recommends the Board direct the administration, through development and adoption of appropriate policy, to establish programs at all levels to promote parent and community involvement.
The Chesterfield County School Division may wish to consider creation of other community center facilities, such as the Ettrick Elementary School center, in areas of the County where a needs assessment reveals the opportunity for such positive community partnering.
The SchoolMatch Visitation Team observed that the King's Dominion Law prevents the School Division from starting the school year until after Labor Day. It is recommended that school leaders and political leaders consider cooperating to affect a change in this law to permit more flexibility in school scheduling. Greater flexibility in structuring the school calendar would facilitate creative and innovative opportunities to better serve students and the curriculum.
Coordination among county officials, zoning boards and school officials and data sharing among all agencies are recommended to enable the School Division to better plan to serve the growing student population. County information indicates, for example, there are 26,000 residential lots already zoned for future building.
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