41. NEWS, CONFERENCES AND REPORTS On Education & Equity and the rise of a younger and less experienced teaching force. of being the firstclass that must pass the state's standards of learning tests between now http://www.maec.org/newsarchives/news10222000.html

Week of October 22, 2000 NATIONAL "Most Parents Back School Standards" The Washington Post, October 5, 2000 An nationwide opinion poll found that the vast majority of public school parents support using standardized tests to hold schools and students accountable. Of the 800 parents surveyed, 87% support the standards movement, while only 2% advocate a return to education without test-based accountability. Most parents, however, are opposed to schools determining student advancement to the next grade solely on the basis of a single test. "New Test Probes Superintendents' Leadership Skills" Education Week, October 23, 2000 The first national licensing examination for superintendents was administered to 100 graduate students in Missouri, where passing the test is a requirement to become a local superintendent. The test, which focuses on issues of instruction and management centered around the goal of effective teaching, reflects the growing emphasis on student learning, rather than just administration, for school leaders. Missouri and North Carolina have piloted the test and about 20 states have expressed interest in using the test (developed by the Educational Testing Service) as a licensing tool. Reducing Class Size: A Smart Way to Improve America's Urban Schools The Council for the Great City Schools, October 5, 2000

42. Oakes/Lipton - Resource Exchange Contributions teaching to or cheating to the test?, Long Beach Press Telegram http County, VA eighthgraders who fail one or more standards of learning tests will have to http://www.mhhe.com/socscience/education/oakes/contributions.mhtml

Teaching to Change the World Oakes/Lipton RESOURCE EXCHANGE CONTRIBUTIONS Anne Wheelock, educational consultant, activist, and author, is the inspiration for this category and the source of most of the entries below (at least until others who also monitor and share current events and views add us to their lists). Because this site is new, we are still experimenting with the format. What you find below are the full texts of shorter entries, or to keep download times manageable, the first several paragraphs of longer texts, accompanied by the URL when available. Annotated Book and Journal Citations Organization or Institution Web Sites Learning by Redesign Learning by Redesign is based at Ohio State University and is designed to support novel ideas on educational reform. Check out their web site and reading list. http://www.physics.ohio-state.edu/~redesign/home.html Wayne State University This site at Wayne State University is a good resource for exploring democratic literacy issues. http://www.english.wayne.edu/writing/index.html

43. February 2000 - Educational Leadership people hate them, and some people love them, but the standards of learning (SOL)tests Educators risk losing sight of the chief aim of teaching—to educate http://www.ascd.org/publications/ed_lead/200002/abstracts.html

What Do We Mean by Results? Charting the Course of Student Growth Dennie Palmer Wolf and Ann Marie White To be truly effective, high-stakes tests must not only measure current student and school progress but also chart and report on student achievement over time. Test data are certainly helpful, but educators need to know more than how well or poorly a particular class scored at a fixed moment in time. To establish a better assessment system, we need to move from cross-sectional to longitudinal designs, sampling the domain to concentrating on valued performances, achievement levels to developmental scales, and league tables to growth curves. Undoubtedly, monitoring students in this intensive way is more time-consuming and difficult. But if we are genuinely interested in raising student achievement, our assessments must focus on how student achievement changes over time. Table of Contents Buy the Article Using Rubrics to Promote Thinking and Learning Heidi Goodrich Andrade Instructional rubrics are powerful tool for both assessing student work and supporting the development of sophisticated thinking skills. Most rubrics have two features in common: a list of "what counts" in a project or assignment, and gradations of quality for each criterion. The gradations help students understand what makes excellent, good, or poor work. The benefits of using instructional rubrics are many: they are easy to use and to explain; they make teachers' expectations clear; they provide helpful feedback to students; and they support students in developing skills (for example, writing skills) and deeper understanding.

44. Untitled nonperformance issues, and non-curricular issues pertinent to the teaching of instrumental b.Apply Virginia standards of learning ((sols)) to instruction in http://www.radford.edu/~registra/colleges/cvpa/musc/musc347.htm

MUSC 347 METHODS, LITERATURE AND ARRANGING FOR HIGH SCHOOL INSTRUMENTAL ENSEMBLES A. Catalog Entry MUSC 347. Methods, Literature and Arranging for High School Instrumental Ensembles (2) Two Hours lecture. Prerequisites: Completion of Music 220 with a minimum grade of "C". The study of methods and materials for teaching high school instrumental ensembles. A survey of exemplary instrumental literature, arranging techniques, and performance practices for various style periods and multicultural/world music for high school instrumental ensembles. B. Detailed Description of Content of Course 1. Methods: High School A. Curricular planning i. Published Curricula ii. Building a Personal Curriculum Resource Library iii. Long-term Curriculum Planning iv. Unit Planning v. Lesson Planning vi. Sequential Teaching Cycles B. Teaching Musicianship i. Tonal Concept/Quality of Sound ii. Teaching Instrumental Technique iii. Teaching Sight-reading C. Conductor preparation i. Effective Conducting Technique ii. Musical Analysis and Score Preparation

45. Superintendent's Report January 22, 2002 prize, and materials for the teaching of German. accreditation on the 2001 Virginiastandards of learning tests. and are meeting state standardstheir diligent http://www.vbschools.com/suptrep/012202sup.html

Superintendent's Report January 22, 2002 Mr. Chairman, members of the Board and citizens of our community, my report this evening is filled with accolades and events that continue to make this school system truly ahead of the curve. As always, our students and staff are actively engaged in a wealth of activities and the following are but a few examples . . . January is Reading Month and many of our schools have invited guest readers in to share favorite tales and their love of reading. For example, Glenwood Elementary is celebrating Reading Month with a patriotic theme. . . "Uncle Sam wants YOU. . .to Read". Special guest readers have included volunteers from our military community. Students are also participating in an at home reading program, a mystery author contest, and a national spirit day. . .all designed to promote the importance of reading. Shelton Park Elementary has been the fortunate recipient of funds from our generous community. The school recently received a grant from Boeing for $5000 for the expansion of science activities for students, including The Solar Lab, Life in the Chesapeake Bay, and Ocean in Motion. The funds will enable the school to establish a science lab equipped for experiments, and after school clubs focused on environmental studies. In addition, The American Red Cross has donated a check for $700 to help Shelton Park's PTA to finance swimming lessons for fourth graders. During two weeks in January, students will participate in the

46. Division Of Instruction Standards Of Learning Index Workshops Available on Aligning Curriculum and teaching Mathematics and ScienceSOL. English SOL Resources. English standards of learning Teacher Resource http://www.pen.k12.va.us/VDOE/Instruction/sol.html

Division of Instruction Standards of Learning: Instruction, Training, and Assessment Resources SOL Teacher Resource Guides Available Under Each Subject Below General Resources Virginia Standards of Learning for all subjects and grade levels. Standards of Learning Sample Scope and Sequence Guides for English, Science, Mathematics, and History and Social Science SOL Instructional and Training Materials Compilation (PDF format) Teaching Virginia SOL History and Social Science SOL Resources History and Social Science Standards of Learning Sample Scope and Sequence Guides (2002) Documents of American History History and Social Science Standards of Learning Curriculum Framework Primary Knowledge of Economics: Concepts and Principles for the Economics Strand of the K-3 History and Social Science Standards of Learning ... Virginia Studies: Ready Resources for the Classroom Maps of the Five Geographic Regions of Virginia Outline Map Map With Counties Map Without Counties Selected Geographic Regions of North America (Correlates to Standard USI.2b for History and Social Science)

47. Division Of Instruction teaching Virginia standards of learning All Teachers / Site Map / Navigation Tips / Sample Curricula / Sample Test Items / Searching and Evaluating / Blueprints / SOL Resource Guides /Classroom Assessment / Recommend Sites to Project / Email to VA http://www.pen.k12.va.us/VDOE/Instruction/wmstds/home.shtml

Teaching Virginia Standards of Learning All Teachers Site Map Navigation Tips Sample Curricula ... Authors This project has been developed by the Virginia Department of Education to provide sample resource materials and teaching strategies for English History Math , and Science teachers in Virginia to assist in their implementation of the Virginia Standards of Learning. Also included are links to sites applicable to all teachers Just as the Standards of Learning are not designed to be objectives for individual lessons, no strategy or resource link on this site by itself will satisfy an entire SOL For advice on how to assess student learning, click on Classroom Assessment Virginia DOE has many SOL resources, including Blueprints SOL Resource Guides Sample Test Items , and Sample Curricula available on their website. Feel free to submit your links, resources and activities for publication in this project. These links are meant for teachers' use. As with all material found on the Internet, teachers should consider the age appropriateness of the site and be very careful in allowing students to explore these sites unless direct supervision is provided. The Virginia Department of Education is not responsible for the content of various links beyond the initial levels linked in this site and does not officially endorse any software or other products mentioned on the linked sites. If you need to contact a subject area specialist at the Department of Education, click here All Teachers Site Map Navigation Tips ... Authors This page has been accessed 174472 times.

48. Virginia SOL Information Educators may download the plans to assist them in teaching specific components ofVirginia's standards of learning for particular school subjects http://www.rockingham.k12.va.us/vasol/sol.htm

"In June 1995, the Virginia Board of Education approved Standards of Learning (SOL) in four core content areas - mathematics, science, English, and history and the social sciences - and in computer technology. In September 1997, the Board of Education established new Standards for Accrediting Public Schools in Virginia (SOA) that link statewide accountability tests to the SOL and hold students, schools, and school divisions accountable for results." (excerpted from http://www.knowledge.state.va.us/frames/main/sol/sol.cfm Resources from the Virginia Department of Education Standards of Learning for Virginia Public Schools Scope and Sequence Guides Teacher Resource Guides/Curriculum Framework English Science Social Studies Mathematics ... Teaching Virginia's Standards of Learning (Correlated Web Site Resource) RCPS Online Practice SOL Questions Here, students can practice taking SOL-related questions in the areas of Mathematics, Science, English, Social Studies, and Computer Technology. Questions found in this database have been submitted by teachers in Rockingham County Public Schools. This online test generator was developed by Rob Lineweaver under the direction of Joe Hill. Jefferson Labs (Va SOL Science, Math, and Technology Practice Tests)

49. Spring '99 -- Standards Of Learning: Beyond The Debate children who move suffer fewer gaps in learning. Cohen doesn't think the Standardswere intended to take away teachers' personal teaching styles, creativity http://curry.edschool.virginia.edu/centers/foundation/newsletter/sp99/sol.htm

SOL Standards of Learning: Beyond the Debate A CROSS THE NATION, AT ANY GATHERING OF EDUCATORS, THE MOST pressing issue of the day concerns higher standards. One case in point is Virginia, where recently implemented and tested Standards of Learning have everyone buzzing with questions: Is testing students the best way to test schools? How do passing scores get set? What happens if a school loses its accreditation? How are teachers held accountable? The Commonwealth is part of a national trend toward standards-based education. More than half the states are using standardized tests to apportion rewards and penalties to students, schools, and teachers. In an effort to address this trend, the Curry School of Education is preparing teachers to incorporate the Standards of Learning, or SOLs, into their classes. "Colleges and universities have to be part of the solution to the problems in public education," Curry School's Dean David Breneman says. "We cannot afford to point fingers and say, 'Why don't they fix it?' Our faculty is committed to preparing pre-service teachers to apply the Standards." Background The standards movement began in Virginia in the face of alarmingly high failure rates. For example, nearly one in three sixth-graders in Virginia public schools failed to pass all parts of the most recent Literacy Passport Test, which measures the most rudimentary levels of reading, writing, and math skills. This failure rate has not improved at all in the 10 years it has been given.

50. Spring '99 -- Special Education: Special Concerns all those commodities are in short supply as the standards of learning are implemented Onthe up side, the standards bring consistency to teaching. http://curry.edschool.virginia.edu/centers/foundation/newsletter/sp99/specialed.

Special Education: Special Concerns Rick Brigham, Professor of Special Education at the Curry School, travels the Commonwealth to teach special education teachers how to prepare their students to take the SOL test. He demonstrates techniques which will help students memorize facts. "The test itself is very fact oriented," he says. "To do well, students need strong memory and recall skills, which tend to be problem areas for people with learning disabilities. Such learners often have difficulties in acquiring information, in verbal learning, and in recalling information." He is convinced that people with disabilities can improve their learning and even improve their performance on standardized tests that emphasize factual information, vocabulary, and mathematics skills; that is, if they and their teachers are given sufficient time, support, and training. Unfortunately, all those commodities are in short supply as the Standards of Learning are implemented across the board. Brigham says educational reform is always a double-edged sword and that the SOLs are a case in point. On the up side, the standards bring consistency to teaching. "The standards help let us know what the game is, so there's a benefit as the curriculum narrows," Brigham says. "But while we've narrowed the curricular focus, we've also closed off some other options, including some which are helpful to students with special needs."

51. Fairfax County (VA) Council Of PTAs systems must be held publicly accountable for all students meeting standards. Educatorsmust use multiple approaches to teaching and learning and varied http://www.fccpta.org/speeches/sp_sol.htm

Speeches Forum on Standards of Learning/Assessment April 20, 1999 Remarks of Rosemary Lynch President, Fairfax County Council of PTAs Good Evening. I am Rosemary Lynch, President of Fairfax County Council of PTAs (FCCPTA). Tonight our guests are Kirk Schroder, President of the State BOE, Suzy Noble and Sen. John Russell, members of the BOE. In the audience are Linda McGinn and Dr. Margaret Roberts from the Department of Education. Mr. Schroder, Ms Noble and Ms. McGinn thank you for joining us tonight. We are pleased that you accepted our invitation to our community meeting. We are excited because we view this event as an opportunity for our community to have an open dialogue with the State Board of Education. The FCCPTA appreciates the adjustments that the State BOE made to the SOLs. Parents and education professionals presented recommendations at public hearings across the state. The Board listened to these concerns and as a result the scores of limited English proficient students will not be reported with school scores for two years. The Board changed the timing of the History SOL tests for grades 5 and 8 so that it more closely matches the time of the instruction. Finally, the Board moved the tests closer to the end of the year. Despite these adjustments, we feel there are fundamental concerns that still need to be addressed. The FCCPTA supports high academic standards and accountability, however, we believe that a solitary assessment is not the best way to get a true picture of the accomplishments of students, teacher, and schools. We advocate a balanced assessment package. With such high stakes we need more than multiple choice questions to determine a child's mastery of the curriculum or the overall quality of a school.

52. Fairfax County (VA) Council Of PTAs students will demonstrate passing and advanced achievement on the standards of LearningTests. in the content of the (sols) and in teaching the students of http://www.fccpta.org/positions/pos_holding_state_board.htm

Position Papers Holding the Virginia State Board of Education Accountable The one thing we all share in common is that we have gone to school and had the experience of taking tests, and receiving scores such as 45 of 50, 82% or 1200. Therefore, when the Virginia Board of Education reports cut scores "proficiency" and "advanced," this method of reporting a student’s academic achievement level doesn’t conflict with our own personal experiences. However, each one of us must stop for a moment and consider our goals for our children and the quality of education we expect them to receive. In doing so, we must also think about our beliefs and theories about schooling that reflect our experiences with teachers, schools, and administrators; and, recall the grades, percentages and points we achieved on tests and in courses. We then must determine if we remember if those scores accurately or specifically addressed what we did and did not know – or, did they assess just what we memorized for the test? Did the scores appropriately reflect what we could or could not do; or, if we were receiving an excellent education; or, if we really understood, remembered, or could use the information or concept over time; or, if the test questions were understandable or relative to what we had learned? In a more recent context, we could consider if our current employment has specific standards, by which we are measured on a yearly basis. For example, does someone determine your performance assessment outside your office or employment? Could taking a multiple-choice assessment indisputably and appropriately assess the quality of your work or expertise? How would you feel if the performance questions were poorly stated, didn’t appropriately measure your skills or the quality of your work; and yet, the security of your employment potentially rests on this type of assessment? What if you were interested in improving your work performance, would it be useful to quickly memorize lots of facts and concepts and then have your abilities (your strengths and weaknesses) stated in a final report by combining and reporting the results in: percentages, grades or points?

53. South Of Dan Elementary School Activities to enhance your child's education Grade 1 Virginia standards of LearningActivities and links for Grade 1 (sols) from teaching Virginia SOL http://www.myschoolonline.com/site/0,1876,51613-47108-53-27166,00.html

Home Page Calendar Breakfast/Lunch-APR Calendar for APR 03 Community Links ... Nominate this site for the Showcase South Of Dan Elementary School South Of Dan Elementary School South of Dan Elementary School Principal: Mrs. Lisa Morris Long 1011 South of Dan School Road South Boston, VA 24592 Office (804)572-4233 Fax (804) 572-4452 Halifax County Public Schools Mission statement The vision of South of Dan Elementary School, in cooperation with family and community, is to provide a safe and stimulating environment using a variety of methods and experiences to empower and challenge all children to achieve their maximum potential and to become lifelong learners and contributing members of society. SHARED BELIEFS Challenge the LEARNER to succeed academically; set goals and strive to meet high expectations; utilize problem solving techniques; work cooperatively; improve social, emotional, and physical fitness; foster self-discipline; acquire positive self-esteem; respect individual differences; practice accountable, responsible citizenship; develop a global awareness;

54. Cluster Springs Elementary School Activities to Enhance your Child's Education Grade 4 Virginia standards of LearningActivities and links for Grade 4 (sols) from teaching Virginia SOL http://www.myschoolonline.com/VA/cses

Home Page Calendar Announcements April 2003 News Community Links ... Nominate this site for the Showcase Cluster Springs Elementary School Cluster Springs Elementary School Cluster Springs Elementary School Principal, Beverly T. Crowder 1011 Cluster Springs School Road South Boston, VA 24592 Halifax County Public Schools Cluster Springs Elementary School is located in beautiful Halifax County, Virginia. Mission Statement The mission of Cluster Springs Elementary School is to ensure that all children have a safe, nurturing, and stable environment in which to learn and become productive citizens in an ever-changing society. Click here to visit CSES Grade 6's website. Click here to visit Ms. Culleys' website. new... Visit our Quia site for games and learning activities relating to your studies in class. These fun activities will help prepare you the Virginia SOL tests and help improve your grades. Be sure to visit Lightspan web site. It has a wealth of information for teachers, parents, and students. Students can find information for school reports for any subjects. There are online activities. Parents, your child can even do practice tests for the upcoming SOL tests. To log in type cluster for the user name and bulldogs for the password. Type HALI005 for the District ID

55. The Standards Of Learning (SOL) Reform: critical of the standards of learning (SOL) assessments. grade to impose highstakestests is too the National Board of Professional teaching standards at the http://filebox.vt.edu/chre/elps/EPI/cross2.htm

An Author's Response - The Standards of Learning (SOL) Reform: Real Consequences Require Real Tests Lawrence H. Cross Professor and Program Leader Educational Research and Evaluation Department of Educational Leadership and Policy Studies Virginia Tech Note to the reader Mr. Mark Christie, a member of the Virginia Board of Education, wrote an article for the fall 1999 issue of Virginia Issues and Answers ("Standards of Learning: Why Virginia’s education reform is working," volume 6, number 2) in response to an earlier article of mine ("Are Virginia’s public schools failing? Assessing the assessments," volume 6, number 1) that was critical of the Standards of Learning (SOL) assessments. Rather than address my criticisms of the SOL tests, Mr. Christie contends that what is more important about the SOL tests is not whether they are multiple-choice or some other format, whether they have more items or fewer, but the fact that they count , they have real, not sham, consequences [Emphasis in the original]. I cannot help but wonder if Mr. Christie, a lawyer, would embrace such a cavalier attitude about the Virginia Bar Examination or medical tests that also have real, not sham, consequences. Contrary to Mr. Christie’s assertion, the more important the decisions to be made from tests, the more important it is to have confidence in the tests. Make no mistake about it, the SOL tests are being used to make important decisions about public schools and the children they serve, but the reliability and validity evidence cannot support the intended uses of the SOL test scores.

56. Untitled The state of Virginia has put into place the standards of learning test in that thereis no way to prepare for this particular test without teaching to the http://filebox.vt.edu/users/brmill10/portfolio/standardsreflection1.html

REFLECTIONS Back to Reflections Home Intro Resume ... Links STANDARDS AND THE SOCIAL STUDIES An issue that has made newspaper headlines time and time again is standards in education. The state of Virginia has put into place the Standards of Learning test in order to assess student knowledge in the core areas. Since the social studies SOL test has been a trouble area for many Virginia schools, the social studies departments are looking to find ways to better prepare their students. The High School where I completed my student teaching was no different. The social studies department had spent countless hours creating review sheets and mock tests in order to better prepare their students. Although schools say that they are not teaching to the tests, it is my belief that there is no way to prepare for this particular test without teaching to the test. This is partly because of Virginia wanting to make everyone associated with the educational system accountable for the scores, from teachers to students. The High School is really trying to help the students as much as possible. Although students are not technically accountable yet for the test, this school has made them accountable. If a student does not pass a section of the SOLs, the student must take a course over the summer. The purpose of this is so the students will take the test seriously which in turn will make the school look better.

57. VEA Members Speaks Out SOA is a poor means of evaluating learning or teaching. teaching and testing higher levelsof thinking such as She suggested high standards for all, smaller class http://www.veaweteach.org/SOArevise.html

VEA Members Speak Out for Revisions to Standards of Accreditation When the State Board of Education held public hearings on the Standards of Accreditation which include the Standards of Learning VEA members turned out to join with other parents and interested citizens to praise what was working and suggest changes to what was not. They applauded high standards. Many pointed out the need for multiple criteria in judging student progress and school progress, rather than complete reliance on the SOLs. In addition: they also called for periodic review and revision of the standards, planning time for teachers, class size limits, safety measures and shared accountability. Now Is Time to Teach What SOAs Really Could and Should Be The people of Virginia taught the lesson last month and the State Board of Education listened. Whether it learned or not is yet to be decided. There is no multiple choice question to measure the board's comprehension so the tried and true measure of what they do with their new information must suffice. Front and center among the populace as the State Board held five concurrent open hearings around the state on the Standards of Accreditation which include the Standards of Learning were association leaders. And not just VEA leaders. The enclosed box shows the joint statement agreed upon by the education organizations whose presidents signed. Representatives from the various groups delivered that statement at all five hearings; VEA President Cheri James carried it in Charlottesville.

58. Standards Of Learning The increased rigor of the standards of learning challenges teachers in each school,who is knowledgeable about content and effective teaching strategies in http://www.spotsylvania.k12.va.us/instruction/sol.htm

Search for: Instructional Programs To respond to a perceived need to raise students’ achievement levels, the Virginia Board of Education initiated a sweeping reform of the K-12 education system in 1994. That reform is grounded in the belief that all students in Virginia, regardless of their background or where they live, deserve a quality education. The reform consists of four major elements: high academic standards, known as the "Standards of Learning," or "SOLs," tests to measure student progress in the Standards of Learning, measures to ensure accountability for student achievement, and communication to parents and the community through a School Performance Report Card. Between May, 1994-January, 1995, lead school divisions were selected to develop standards in the four major content areas of English, mathematics, science, and social studies. Writing teams were convened to develop working drafts and distribute them across the state for field review. This initial phase was followed by refinement by the Superintendent of Public Instruction, the Virginia Department of Education and other interested groups and individuals. The standards were then submitted to the Virginia Board of Education for consideration. The Virginia Board of Education released the draft SOLs for public comment during the spring of 1995. Ten public hearings were held throughout the state. The standards were approved by the Virginia Board of Education in June, 1995 and then distributed to local school divisions for incorporation into their K-12 curricula.

59. State And International Assessment of science by administering the standards of learning (SOL) test Now, teachers teachto the standards. They even go as far as teaching the students test taking http://education.cortland.edu/teach/papers/vaassessment.html

State and International Assessment Assessment is the driving force behind every aspect of teaching today. There is an increasing focus on grades, as well as a growing concern for US performance, in schools compared to others abroad. As a result, standards of learning have not only been developed for each state, but are now being strictly enforced as well. This has caused much controversy over the effectiveness and legitimacy of the standards and over their consequences. By examining various educational resources, in addition to speaking with teachers and administrators, contrasting views become clearer. Speaking with various educators from the greater Charlottesville area paints a less than perfect picture of SOL assessment. "SOLs truly drive the curriculum. Now, teachers teach to the standards. They even go as far as teaching the students test taking skills," says a local administrator. This view is shared by all those interviewed. Educators assert that the SOLs are not age-appropriate and that they monopolize instruction as well. Knowledge and skills necessary in the real world take a back seat to preparing students for the end of the year assessment. When asked whether the science SOLs are traditional or innovative, one classroom teacher’s response was "SOLs are neither traditional nor innovative. They think they’re innovative, but they are a return to rote memorization. They test facts rather than concepts."

60. Manassas City Public Schools Current News supervisor and SOL Lead Teacher at Osbourn High, notes, “teaching, itself, hasnot to meet the needs of our students and the standards of learning.”. http://www.manassas.k12.va.us/newsinfo/currentnews.htm

Current News Administration Instructional Schools Human Resources ... Technology Current News Central Office Hours During the Spring Break Holiday April 14 - April 21, 2003 8:00 a.m. - 4:00 pm *Offices will be closed 12 noon - 1 pm daily Offices will be closed April 18th and April 21st Have a Safe and Enjoyable Spring Break! Attention Parents : If your emergency contact information has changed and needs to be updated on your child's Emergency Card, please contact your school's front office. March 27, 2003 ...One of the strategies in the Manassas City Public Schools strategic plan states, “We will ensure the highest quality employees to achieve our mission and objectives”. In line with this strategy, we would like to acknowledge seven of our outstanding educators for being selected as finalists for the Agnes Meyer Outstanding Teacher of the Year Award. The nominees are: Mrs. Donna Bartholomew, Mrs. Pamela Belch, Mrs. Margaret Everett, Mrs. Linda Jenkins, Mrs. Connie Judd, Mrs. Maria Martinez and Mrs. Ann Mizelle. These educators were selected based on their ability to instill in students a desire to learn and achieve, understanding of the individual needs of students, thorough knowledge and ability to share that knowledge, cooperative relationships, and outstanding leadership. Parents, colleagues, and students provided wonderful commentary and reflections on why each of these nominees should be considered the Teacher of the Year.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 3     41-60 of 90    Back | 1  | 2  | 3  | 4  | 5  | Next 20