i

Looking to the future…Ready for College and Career

Gwinnett County Public Schools Winter 2012

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Gwinnett County Public Schools Winter 2012

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Our Vision, Mission, and Goals

GCPS’ Vision: What we aspire to be…

Gwinnett County Public Schools will become a system of world-class schools where students acquire the knowledge and skills to be successful as they continue their education at the postsecondary level and/or enter the workforce.

GCPS’ Mission: Why we exist, our core business…

The mission of Gwinnett County Public Schools is to pursue excellence in academic knowledge, skills, and behavior for each student, resulting in measured improvement against local, national, and world-class standards.

GCPS’ Strategic Goals: The plan for achieving our mission… Strategic Goals for the school system clearly connect to the vision and mission— the “world-class” status we intend to achieve.

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Table of Contents

Message from the CEO/Superintendent 1

Education meets the ‘Real World’ 4

Programs prepare students for next level 5

Career Pathways 6

Center for Design and Technology at Lanier High 12

Robotics 14

Production on wheels 16

Language studies in Gwinnett 18

Rich, rigorous word study 20

eCLASS Update 22

Communiqué Essentials 24

1

Message from the CEO/Superintendent

Pursuing ‘world-class’ to meet the demands of the 21st century

GwinnettCountyPublicSchools(GCPS)takesveryseriouslytheconceptof“world-classschools.”Itisnotaclichétousbutrathertheidealstateweworktowardeverydayineveryfacetoftheschoolsystem.Infact,thedistricthasoutlinedanumberofchar-acteristicsthatarefoundinaworld-classschoolandseveralofourcurrentinitiativesaremovingustowardourvisionofbecomingasystemofworld-classschools.

Forexample,twocharacteristicscallfor“highacademicstandardsforall”and“acomprehensive,challenging,andrelevantcurriculum.”TheimplementationoftheCommon Core State StandardsisanaturalfitwithourrigorousAKScurriculum.Theyprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.

Anothertraitofaworld-classschoolistheuseofeffectiveandengaginginstructionalstrategies.eCLASSwillhelpengagelearnersandmakelearningmorerealandrelevanttostudentswhohaveneverknownaworldwithoutsophisticatedtechnology.AddtothatourworktoexpandSTEM (Science, Technology, Engineering, and Mathemat-ics) offeringsingradesK–12,helpingstudentsgaintheknowledge,skills,andexpertisetheywillneedtosucceedincollege,work,andlifeinthe21stcentury.

Our eCLASSinitiativealsowillhelpusembodyanothercharacteristicofworld-classschoolsaswebuildonexistinginformationtechnologysystemstoadvanceteachingandlearning.Wewanttoprovidestudentsandteacherstheresourcestheyneedtobesuccessful…resourcesthatalreadyareapartoftheireveryday,media-richlives.

Itgoeswithoutsayingthatalloftheseinitiativesaredependentonhavinghigh-performingandinspiringemployeeswhoarecommittedtotheirstudentsandtheirprofession,anothercharacteristicfoundinworld-classschools.Ifirmlybelieveourdis-trict’sworktopilotanewevaluation system for teachers and leaders willhelpmakeGwinnett’sverygoodteachersevenbetter.

Aspartofourcultureofcontinuousqualityimprovement,GCPSisalwaysseekingtobuildonwhatisbestabouttheschooldistricttodaytoensureweareevenbetterinthefuture.Thatisanothercharacteristicfoundinworld-classorganizations.

Andwhilealloftheseareimportant,wecanneverunderestimateanotherveryim-portantcharacteristic…productivecommunityandparentalpartnerships.ThatiswhyIencourageyoutostayinvolvedinourschoolsandkeepabreastoftheseandotherinitiativesunderwaytoimproveourschools.Workingtogether,wecankeepeveryonemovinginthesamedirection…towardrealizingourvisionofbecomingasystemofworld-classschools!

“…I encourage you to stay involved in our schools and keep abreast of these and other initiatives underway to improve our schools. Working together, we can keep everyone moving in the same direction… toward realizing our vision of becoming a system of world-class schools!”

J. Alvin Wilbanks,

CEO/Superintendent

2

Looking to the future…

Ready for college and career

Not so long ago, a high school diploma still opened the door to a variety of jobs at a decent wage. Not today. The Information Age and global marketplace demand a broader range and depth of knowledge and a different set of skills…a skill set that students may start building in high school but one that will require postsecondary work, whether a certification program, a trade school, a two-year technical college, or a four-year university degree and beyond. So how does a Gwinnett education bolster college- and career-readiness? Find stories throughout this issue about how classroom experiences prepare your student for life, learning, and work in the 21st century— from robotics and word study at the elementary level to the range of technical and career education options and world language study at the middle and high school levels.

Puckett’s Mill Elementary students use LEGOS in robotics competi-tions and in classroom activities. Click here for a photo album.

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Members of the

Technology Student

Association (TSA)

at Collins Hill High

prepare for the VEX

robotics event at the

TSA State Conference

last spring. Their

robot, tagged 5394,

was programmed

to complete a task

in competition with

other robots. TSA is

one of several student

organizations in which

young people can

hone technical and

career skills, compete

with peers, and

develop into leaders.

Career and Technical Education in GCPS Middle and High Schools

Education meets the ‘Real World’“We know that every child needs education beyond high school. The question is, ‘In what field and at what school?’ Technical and career education in GCPS can be the spark that leads to that perfect postsecondary match or a student’s dream job.”

Curriculum Director Jody Reeves

Maxwell High School of Technology students prep vegetables for a meal, one of the essential skills for those preparing for a future in the Culinary Arts.

Fromtheearlygradesthroughgradua-tion,Gwinnettstudentsreceivecareerandcollegeguidance—learningaboutemerg-ingcareers,usingcareercruising.com andGAcollege411.orgtoexploreprofessionsandpostsecondaryoptions,andtakinginterestandaptitudeassessments.

Expertssaythatstudentsmakecon-nectionswhentheycanapplycoreaca-demicsinhands-onsettings.Thosereal-worldapplicationsarewhatcareerandtechnicaleducationinGCPSisallabout,saysJody Reeves,curriculumdirec-torforTechnicalEducation,ComputerScience,andWork-BasedLearning.Morethan70,000studentsparticipateinthe

middleandhighschoolprograms.AllGwinnetthighschoolsoffercoursesinbusiness,

computerscience,marketing,andvideobroadcast.Mosthaveengineeringandfamilyandconsumerscience,andmanyincludeteachingasanoption.Specializedprogramsexpandcareer-focusedoffer-ings.(See pages 9–10.)Someclassesful-fillelectiverequirementstowardgradu-ation,withsomemeetingtherequired4thscienceforgraduationandothersfillingmathorlanguageartsrequire-ments.Ms.Reevesnotesthatstudentswhotakethreeormorecareer-technicaleducationclassesboasthighergraduationandattendanceratesthantheirpeers.

Through“connections”classes,middleschoolersareintroducedtoengineering,businessandmarketing,computerscience,andfamilyandconsumerscience.

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Learn more in stories in this issue.

Throughout this section on technical and career education, click on blue highlighted areas (visible when you roll your cursor over the page) to learn more online.

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Careerandtechnicaleducationcanofferawindowintothefuture,givingstu-dentsachanceto“tryon”differentfieldsordiscoveratruepassionandgetajumponpostsecondarylearningandcareer.Onewaystudentscangetanearlystartistakingcollege-levelclassesduringhighschool.Articulation agreementswithtechnicalcollegesanddual enrollment

programsallowstudentsinselectdis-ciplinestocompleteworkinhighschool

andreceivecollegecreditorexempten-try-levelclasses.Theprocesseliminatestheduplicationofcoursesatthecollegelevel,savingstudentstimeandmoney.Witharticulation,studentsmustpassthecollege’squalifyingexaminordertoearncollegecreditorplacement.Articulatedcollege-levelcoursesaretaughtbyteach-ersatthehighschool.Dual-enrollmentcoursesmaybetaughtatthehighschooloratthecollege.Ineffect,theGCPS

teachersareunpaidadjunctprofessorsforthecollege.Lastyear,morethan200technicaleducationstudentsearnedcollegecreditwhilestillinhighschool.(Note:Gwinnettstudentswhoarenotenrolledintechnicalclassesalsohaveop-tionstoearncollegecreditorexemptionfromcollegeclasses,includingAdvancedPlacementexams,andtheAccelandMoveOnWhenReadydual-enrollmentprograms.Learnmorein“TheChoiceBook,”theclasscatalogforstudents.)

Work-Based LearningJuniorsandseniorscanpursuereal-

worldexperiencewhileearningclasscreditsthroughWork-Based Learning

(WBL). Studentsfollowawrittentrainingagreementanddevelopaportfoliodur-ingtheirworkexperience.EveryGwin-netthighschoolhasacoordinatorwhocananswerquestionsabouttheappro-priatecourseplacementforastudent.Studentswithcooperative placements aresimultaneouslyenrolledinatechnicaleducationcoursethatisdirectlyrelatedtoajobplacement.Co-opstudentsearnpayfortheirwork.Internships maybepaidorunpaid.Studentinternscompletecourseworkrelatedtotheplacementbeforestartinganinternship.Withanapprenticeship, studentscommittoa2,000-hourprogramduringhighschoolandthroughtheirpostsecond-aryschoolinginachosencareerfield.Worksitementorsandfacultyadvisorsguidestudentsthroughouttheirexperi-ence.“WorkBasedLearninghelpedmetolearnquiteabitaboutrunningasuccessfulbusinessaswellasopeninganewworldformyfuture,”saysTyler,aPeachtree Ridge High student.Lastyear,873WBLstudentsearnedmorethan$815,000,moneythathelpedsustainGwinnettCounty’seconomy.

Students start ahead in college with articulation, dual enrollment

Ready for College and Career

Programs prepare students for next level

Industry certification putsastampofapprovalontechnicalandcareereducationprogramsthatarealignedwithworkplacestandardsandboasthigh-qualityinstruc-torsandequipment,andindustrysupport.Certificationispursuedonanindividualschoolandprogrambasisandtypicallyiseffectiveforfiveyearswithanoptiontorenew.ThestateDepartmentofEducationissuesgrantstofundthecertificationprocess,whichinvolvesextensivedocumentationandon-siteevaluationbyin-fieldexperts.Whilecertificationrequirementsvaryfromprogramtoprogram,mostfocusoncurriculumalignment;facilities,labs,andequipment;instructorqualifi-cations;andopportunitiesforstudentsthroughwork-basedlearningandstudentorganizations.Programsafetyandinvolvementintheprogrambyindustryandthebusinesscommunitiesalsomaybeassessed.InGwinnett,closeto40school-basedprogramsholdindustrycertification,includingspecializedprogramsatMaxwell

High School of TechnologyandtheTechnical Education Program at Grayson High,aswellasmarketing,businessandcomputerscience,engineeringandtechnology,andvideobroadcastjournalismprogramsinmanyofGCPS’traditionalhighschools.

GCPS programs earn industry certification

5

Maxwell houses on-site Georgia Pre-K classes.

6

What do

I want to be

when I grow up?

CAREER PATHWAYSCAREER PATHWAYS

What are my choices?

How will I know what’s right for me?

… And in GwinnettMostPathwayscurrentlyap-

provedbythestateareavailableinGwinnett’straditionalhighschools,and/orthedistrict’sspecializedschoolswithatechnical/careerfocus.

ThecourseslistedinGCPS’coursecatalog—called“TheChoiceBook”—maybetakenasanindividualelectivecourse,butthestrengthofthePathwayliesincompletinganestablishedprogramofstudythatleadstovalidationthroughanindustry-basedassess-ment.(See story to far right.)

AsnewPathwaysarecreatedandapprovedbythestateDOEandGwinnettCountyPublicSchools,courseofferingswillcontinuetobeupdated.NotallPathwayswillbeavailableinallhighschools.

• Agriculture, Food, and Natural Resources

• Architecture and Construction

• Arts, Audio/Video Technology, and

Communications

• Business Management and Administration

• Education and Training

• Energy Systems

• Finance

• Government and Public Administration

• Health Science

• Hospitality and Tourism

• Human Services

• Information Technology

• Law, Public Safety, Corrections, and

Security

• Manufacturing

• Marketing

• Science, Technology, Engineering, and

Mathematics (STEM)

• Transportation, Distribution, and Logistics

About Career Pathways in Georgia…Georgiahighschoolstudentshavetheopportunitytotestdriveapossiblecareer

bypursuingaCareer Pathway.Pathwaysareaconcentrationofthreetofourtechni-caland/oracademiccoursesthatofferaseamlesspathtopostsecondaryworkincollegeortechnicalschoolinadesignatedfield—forinstance,Computing,MusicTechnology,Construction,Accounting,orHealthScience.ThecreationandimplementationofPathwaysisanationaltrendincareerandtechnicaleducation.Asofthe2011–12schoolyear,theGeorgiaDepartmentofEducation(GaDOE)hasapprovedmorethan50CareerPathways.(GCPS students may pursue many of these Pathways. See stories to the right.)

StatelawcallsforanexpansionofthePathwaysprogramincomingyearsandmoreemphasisonage-appropriatecareereducationatallgradelevels.UnderHouseBill186,passedin2011,9thgraderswillselect,withthehelpoftheirfam-ilyandschooladvisors,aCareerPathwaytoexploreduringhighschool,withthepossibilityofreal-lifeexperienceinthefieldbeforegraduationandpreparationforcollegeandcareer.Underthissession’sHouseBill713,theexpandedPathwayprojectisexpectedtobedelayed.Aproposed2013–14implementationwouldgivethestatemoretimetoworkwithadvisoryteamstodeveloptheprogramandwithbusinessleaderstocultivatework-basedlearningopportunities.Resourceswillbedevelopedforelementarystudentstoexperiencecareerawareness,formiddleschoolstudentstoexperiencecareerexploration,andforhighschoolstudentstoexperiencecareerdevelopment.

Asplanned,studentswillhavemoreoptionsin2013–14,withdozensofnewPathways—includingVisualArts,NationalSecurity,ForeignLanguage,andEn-ergy—underawiderrangeof17Career Clusters. Georgia’sexistingpathwayswillbeevaluatedandalignedwiththenewCareerClusters(16ClustersdesignatedintheNationalCareerClusterFrameworkplusEnergySystems).Georgia’sbroadCareerClusterswillbe:

Watch for more on these options as Georgia’s Pathways program takes shape.

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End-of-Pathway Certification

StudentspursuingPathwaysmaytakeaculminatingexam,finishinghighschoolstudieswithanindustry-specificcertificate,credential,orendorsement.

End-of-PathwayassessmentsaresanctionedbytheGeorgiaDepart-mentofEducation,andreflectnation-alindustrystandards,nationaloccupa-tionalassessments,orstatelicensures/state-developedassessments.

End-of-Pathway certificationassurescollegeadmissionofficersandprospectiveemployersthatthecertifiedgraduatehasknowledgeandskillsprescribedbyindustry.Studentsareencouragedtoincludethesecredentialsontheirrésumé.MorethantwodozenEnd-of-Pathwaycertificationexamsareavailable.

What do

I want to be

when I grow up?What will it take to be

successful?

CAREER PATHWAYSCAREER PATHWAYS

How will I know what’s right for me?

Pathways in Traditional High Schools in GwinnettCoursesneededtocompleteabouthalfofthecurrentlydesignatedPathwaysare

availableinmosttraditionalGwinnetthighschoolsinthesebroadareas:• Business and Computer Science— AdministrativeandInformationSupport,

ComputerNetworking,ComputerSystemsandSupport,Computing,FinancialManagement(AccountingandServices),InteractiveMedia,andSmallBusinessDevelopment

• Engineering/Technology— Architecture,ElectronicsandRobotics,EnergySystems,Engineering,EnergyGraphicsandDesign,andManufacturing

• Family and Consumer Science— ConsumerServices,CulinaryArts,EarlyChildhoodEducation,InteriorDesign,NutritionandFoodScience,andTeachingasaProfession

• Junior Reserve Officers’ Training Corps (JROTC)— AirForceunits(Shiloh HighandNorth Gwinnett High),Armyunits(Norcross HighandSouth

Gwinnett High),MarineUnit(Parkview High),andNavyunits(Duluth HighandPeachtree Ridge High)

• Marketing— FashionMarketing,MarketingandManagement,MarketingCommunicationsandPromotion,SportsandEntertainmentMarketing,andTravelMarketingandLodgingManagement

• Video Broadcast Journalism— VideoBroadcastJournalism

Pathways in GCPS’ Specialized SchoolsAnadditional27Pathwaysmaybepursuedthroughthesespecializedprograms:

• Grayson High Technical Education Program— AdvancedEngineering;Biotechnology;CommercialPhotography;CulinaryArts;DigitalMediaandAnimation;InformationTechnologyandNetworkSystems;LawandJustice;MusicRecording;MusicTechnology;SportsMedicine;VeterinaryScience;andVideoProductionandTelevisionBroadcast

• Maxwell High School of Technology— Architecture,Drawing,andDesign;AutomotiveCollisionRepair(IandII);AutomotiveServices(IandII);Aviation–AircraftFlightOperations;Construction;CosmetologyandBarbering;CulinaryArts;EarlyChildhoodEducation;ElectronicsandRobotics;GraphicCommunicationsandDesign;HealthcareScience(Diagnostics,EmergencyServices,MedicalServices,andNursing);InteriorDesign(startingin2012–13);LawandJustice;andWelding

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Nearly5,000studentsacrossthedistrictparticipateinlocalaffiliatesofnationalandinternationaltechnicalandcareereducation-relatedstudentorganizations,including:• DECA— DECAprovidesactivitiesfor

studentslearningmarketing,man-agement,andentrepreneurialskills.

• Future Business Leaders of America—FBLApreparesmiddleandhighschoolstudentsforsuccessinbusinessleadership.

• Family, Career, and Community Leaders

of America—FCCLAhelpsstu-dentsbecomeleadersandaddressimportantpersonal,family,work,andsocialissuesthroughfamilyandconsumerscienceseducation.

• Future Educators Association— FEAsupportsyoungpeopleinterestedineducation-relatedcareers.

• Future Farmers of America Associa-

tion— FFAisanintegralcompo-nentoftheagriculturaleducationprogram,encompassingmorethan300careers—fromagri-sciencetobiotechnologytoturf-grassmanagement.

• For Inspiration and Recognition of Sci-

ence and Technology— FIRSTbuilds

science,engineering,andtechnol-ogyskillsthatinspireinnovationinSTEMfields.

• Health Occupations Students of

America— HOSAoffersopportu-nitiesforknowledge,skill,andleadershipdevelopmentofhealthoccupationsstudents.

• SkillsUSA— SkillsUSAhelpsdevelopleadershipskillsandworkplacecompetenciesthroughtradeandindustrial,technical,andhealthoccupationscoursesandprograms.

• Technology Student Association—TSApreparesmemberstobesuccessfulleadersandresponsiblecitizensinatechnologicalsocietythroughco-curricularactivities.Throughinvolvementintechnical

andcareerorganizations,studentsfinetunecareerskillsandfurtherdeveloptheircapacityasleaders.Gwinnettstudentswhoaremem-bersoftheseorganizationsalsocompetewiththeirpeers,earninghundredsofawardsatthestateleveloverthepastfiveyears,andgain-ingrecognitionnationallyandeveninternationally.

Student organizations build leadersState plan for college- and career-readiness approved

OnFeb. 9,federaleducationofficialsapprovedthestate’snewlydevelopedCollege and Career Ready Performance Index(CCRPI)asGeorgia’smeasureforAdequateYearlyProgress(AYP),startinginthe2012–13schoolyear.Theindexwillmeasureprogressonaccountabilityindicatorssuchascontentmastery,studentattendance,andthenextlevelofpreparation.Indicatorsvarybygradeandschoollevelandalignwithmeasuresofcollege-andcareer-readiness.UnderthewaivergrantedbytheU.S.De-partmentofEducation,theCCRPIreplacesprovisionsofthefederalNoChildLeftBehind(NCLB)Act.

“Thestate’swaiverwilladdressseveralcon-cernsGeorgia’sschoolshadregardingNCLB/AYPrequirements,”saysGCPS CEO/Superin-

tendent J. Alvin Wilbanks.“Whilethewaiverremovestherequirementthatallstudentsbeproficientinreadingandmathby2014,thereisaccountabilitythatstudentswillbepre-paredforcollegeandcareersandthatschoolswillbefocusedonimprovingachievementamongallstudents.ThatisconsistentwithoureffortsinGwinnetttoclosetheachieve-mentgapandensuresuccessforallstudents.”

Henotesthatthebroad,comprehensiveindicatorsintheapprovedindexprovideamorerealisticpictureofhowschoolsareperforming.

“I’m no longer afraid to go out and shoot whatever I want. What might be a boring scene to one person, through the eyes of a camera, it can be made into something beautiful. That’s my favorite part about photography… with a little imagination, anything is possible.”

KaylaDigital Media Production and Design StudentPhoenix High

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Maxwell High School of Technology, asystemcharterschool,currentlyservesabout800students.For2012–13,Maxwellwillofferthese17cutting-edgeprograms:• Architecture, Drawing, and Design • Auto Collision Repair (I and II)• Automotive Services (I and II)• Aviation–Aircraft Flight Operations • Construction • Cosmetology/Barbering • Culinary Arts • Early Childhood Education/Internship • Electronics/Robotics

• Graphic Communications and Design • Healthcare Science–Diagnostics • Healthcare Science–Emergency Services • Healthcare Science–Medical Services • Healthcare Science–Therapeutic

Services-Nursing • Interior Design • Law and Justice • Welding

State-of-the-arttechnology,equipment,andfacilitiesgobeyondwhatisavailableinatraditionalhighschool.Studentsexploreindustriesindepthandgainreal-worldexperience,bothintheclassroomandthroughWork-Based Learning, beforeenteringcollegeorjoiningtheworkforce.Cur-rentsophomoresandjuniorswithatleasteightcredithoursareeligibletoregisterforthe2012–13schoolyear.GCPSprovidestransportationtoandfromalllocalhighschoolsforthehalf-dayprogram.Studentsattendtheirhomeschoolfortheotherhalfoftheday.

Asacharterschool,Maxwellcontinuestodevelopnewprogramsandoptionsforstudents.Forinstance,theMaxwellstaffcoordinateslearningopportunitieswithfacultyfromthenearbyGwinnett School of Mathemat-

ics, Science, and Technology,anotherGwinnettcharterschool.TheschoolhousesGeorgiapre-Kclassesforhands-onexperienceinearlychildhoodeducation.ManyMaxwellprogramshaveearnedindustry certification. Max-wellinstructorsareexpertsintheirfields,bringingrichworkplaceexperi-enceandextensiveknowledgeintotheclassroom.

Eachareaofstudyincludesatleastoneacademiccoursethatwillcounttowardgraduation,BoardofRegentsadmissionrequirements,andHOPEGPAcalculation.Dependingonthefieldofstudy,studentsmayearnin-dustrycredentialsaswellascollegecreditoradvancedplacementthrougharticulation agreements anddual enrollment withpostsecondarytechnicalcol-legesanduniversities.Forinstance,studentsinthehealthcareprogramscangraduatewithupto14credithoursatGwinnettTechnicalCollege.RecentgraduatesfromMaxwell’snursingprogramearnedCNAcertifi-cationandgarneredon-the-jobexperienceatGwinnettMedicalCenterwhileinhighschool.GwinnettMedicalhasofferedpart-timejobstothegraduateswhiletheypursueeitheratwo-yearorafour-yeardegree.

Becausestudentsneedbothtechnicalknowledgeand“softskills”togainacompetitiveadvantageinthemarketplace,allMaxwellstudentsparticipateintheMaxwellWork Ready programinwhichtheylearnconflictresolution,businessetiquette,businessethics,jobapplicationcompletion,résuméwriting,andinterviewing.Studentsalsoparticipateincareerandtechnicaleducationstudent organizations,withopportunitiestocompeteforrecognitionandscholarships.

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Registrationisopenforthe2012–13schoolyearfortheTechnical Edu-

cation Program at Grayson High,with12innovativeinstructionalprogramsinastate-of-the-artfacility,locatedontheGraysoncampus:• Advanced Engineering • Biotechnology • Commercial Photography • Culinary Arts • Digital Media Design and Animation • IT and Network Systems

• Law Enforcement and Criminal Justice • Music Recording • Music Technology • Sports Medicine • Veterinary Science • Video Production and TV Broadcast

Eachareaofstudyincludesatleastoneacademiccoursethatwillcounttowardgraduation,BoardofRegentsadmissionrequirements,andHOPEGPAcalculation.Grayson’shalf-dayprogramisopentostudentsfromaroundthecounty.However,studentsareresponsiblefortheirowntransportation.StudentsmayattendtheirhomeschoolforhalfofthedayortransfertoGraysonasafull-timestudent.Enrollmentisgrow-ing,withnearly600studentsexpectedintheprogramnextschoolyear.

ThevariousareasalignwithCareer Pathways andmostofferEnd-of-Pathwayassessments,someofwhichareindustry-level certificationsthatgivestudentsatangiblewaytoshowcasetheirexpertiseintheirfield.

StudentsareabletoputtheirskillsandknowledgetoworkthroughtheWork-Based Learning(WBL)program.FormerWBLstudentsfromGraysonhavebeenofferedfull-timepositionsintheirfieldbecauseofskillsshownduringtheirinternship/apprenticeshipexperience.

Studentsmaybeabletoearncollegecreditoradvancedplacementthroughdual enrollment and articulation agreements withpostsecondarytechnicalcollegesanduniversities.Forinstance,studentscangraduatefromtheschool’sLawEnforcementprogramwithmorethanasemesterofcollegecreditatGwinnettTechintheareaofcriminaljustice.

Graysoninstructorstaketheirindustryexperienceintotheclassroomtogivestudentsawindowintotheirfuture.Industry-certified programs ensurethatstudentsarelearningtoindustrystandards,anadvantagewhengraduatesentertheworkplace.Grayson’sCulinaryArtsprogramwasthefirstsuchprograminGeorgiatoearnindustry certification.

Studentsinselectedprogramsmayparticipateinregional,state,andnationalcompetitionsthroughstudent organizations. Inadditiontopromot-ingcareer-relatedknowledgeandskillsandserviceopportunities,theseorganizationsteachleadershipskills,encourageteamwork,andhelpdevelopprofessionalismandbusinessethics.

EverystudentparticipatesintheGraysonWork Ready programtobuild“softskills”neededintheworkplaceandtopreparefortheGeorgia

Work Ready Assessment.Topicsincludepreparingrésumés,interviewing,appropriateworkplacebehavioranddress,ethics,punctuality,andfinancialliteracy.

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A Grayson technical education teacher looks over the vertical axis wind generator designed by his Advanced Engineering student. The two are determining the best way to attach an automotive generator in order to charge a car battery for an alternative energy demonstration.

Grayson photos by Commercial Photography students and instructor Carisa Griffin.

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Technology Teacher Mike Reilly has no doubt. Someday, kids in this room are going to be known as their generation’s Steve Jobs or the next Mark Zuckerberg. Forget their parents’ garage or their col-lege dorm room though. For these GCPS wunderkinds,their entrepreneurial dreams could first emerge around a con-ference table or a collaborative computer station in Lanier High’s Center for Design

and Technology (CDAT).

CDAT,nowinitssecondyear,isafour-yearprogramthatsparksinno-vationthroughproject-basedlearn-ingandablendofcoresubjectsandtechnology-basedAKS.Beginningwith30studentsintheinauguralyear,theprogramhasgrowntoabout100stu-dentstoday,with200expectedforthe2012–13yearastheconceptexpands.

Thefreshmanyearoffersasampleroftechnologyoptionsinmultimediadigitalentertainmentwithanengi-neeringoverlay—musictechnol-ogy,animation,webdevelopment,3-Ddesign—fromwhichstudentswillselectaspecialtyin10thgrade.Corecontentfor9thgradersin-cludesmathematics,languagearts,physicaleducation,andhealth,whilesophomoresblendworldhistoryandworldliteraturewiththeirchosentechnologyfocus.Studentsexplorecreativeexpressionandcementcontentknowledgeusingtech-basedproduc-tionskills.

Ateamofsubject-areateachersworkswitheachgradelevel,withMr.Reillyteachingtechnologysubjectsforboth9thand10thgraders.Stu-dentsspendthreehoursadayintheirCDAT subjects.Thatuninterruptedblockgivesteachersandstudentsflexibilityandbuildsrelationships.

CDATencouragesadifferentsortofteachingaswell.Notsomucha“sageonthestage”butafacilitatorofguidedlearning.“Thekidsareinthedriver’sseat,”saysLanierHighPrin-cipalKerensa Wing.“It’sanincrediblewaytogetkidsengaged,tofindtheirniche,discoverwheretheybelong,andlearnwhattheycanbecome.”

Pre-assessmentsinthecoresubjectareashelpteachersplanastreamlinedclassroomexperienceandiden-tifystudentswhoneedadditionalacademicsupport.(Small-group,teacher-ledsessionshittargetedprob-lemareasforstudentswhoneedmorehelp.)StudentsmustshowmasteryofthecoreAKSbeforeembarkingontherelated,cross-curricularproject.

“Ireallylovethewayweareabletolearnsomethingandthenapplyittoourproject,”says9thgraderCaitlin.“Becauseofthis,itfeelslikeIretainmoreinformationratherthanrememberingtheAKSforthetestandthenforgettingitafterward.Ialsolikeintegratingdifferentsubjectsandseeinghowtheyworktogether.”

Thefreshmanyearisstructured—smallgroupsforprojects,frequentstatuschecks,andplentyofteacherinput.Asstudentsmature,flexibleclasstime,enhancedcreativeoppor-tunities,andlargergroupsforproj-

Student teams maintain project websites with shared access between teammates and teachers. Online tools facilitate collaboration on projects.

Center for Design and Technology at Lanier High

A maze designed

in 3-D software.

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ectsmirroraworkplaceenvironment.Inthejuniorandsenioryears,studentswillworkininternshipsorpursuestart-upventures,focusingonsemester-longprojectsthatsolveaprobleminthecom-munityorhavepotentialtoturnaprofit.

ForcurrentCDATstudents,thetypi-calprojectcycleinvolvesthreeweeksfocusedoncorecontentandtechnologyskilldevelopment,followedbytwoweeksofintensiveprojectplanninganddevel-opment.Projectspulltogetherallaspectsofthethree-weekunit.SomeassignedprojectsfortheClassof2015include:• Bull-Fit Challenge— Use 3-D design

software, math (stats and graphs), non-fiction writing, and presentation skills to research and pitch an alternative physical challenge to traditional PE.Abonus…Oneprojectwasselectedfortesting.TheXbox-basedclassfeaturesfull-bodygam-ingforsports…thinksoccerwithouttheballorracket-freetennisbutallthephysicalmovements.Ifthetestshowsimprovedphysicalfitness,thestudentsmaywriteagranttofundanXbox-enhancedPEexperienceatLanier.

• A Dramatic Angle— Blend Romeo and Juliet and the components of drama; angles of every degree, category, and congruence; mental health issues, such as conflict resolution and violence prevention; and print and electronic media.

CDATsophomoreshavemorelatitudeindeterminingthescopeoftheirprojects.Forinstance,themostrecentassignmentcalledforaworldlitfocusonShakespeareandrama,sonnets,orparodyandsatire,combinedwithAKSfromanycompletedworldhistoryunit—fromtheriseofcivilizationtotheScientificRevolution.Thenpresenttheteam’sresearchintheformofamusicvideo,game,movie…whatevertheteam’stechnologyspeciality.Theresultsincludeagamebasedinamedievalvil-lageandamovierevisitingCaesarandtheIdesofMarch.

Thisproject-basedformatspeakstohowstudentslearnbest,resultinginauthen-ticlearning.Mr.Reillyexplains,“Withactivity-basedlearning,wesay‘Here’saworksheet.Doit.’Withproblem-basedlearning,wesay,‘Here’saproblem.Solveit.’Withproject-basedlearning,wesay‘Herearethesethingswewantyoutoin-clude.Dosomethingrealandcoolwithit.’Kidshavechoices,sotheirlearningsticks.”

Team-basedprojectplanningisacenterpieceofCDAT,andanimportantskilltopreparefortheworkplace.Onlinetoolsfacilitatecollaboration.Projectoutlines,workassignments,anddailyprojectnotesensurethateveryoneisontaskandcontributing,andhelpteachersfolloweachteam’sprogress.Thecollegialatmospheresuggestsacreativecompany.Apartfromthetechfocus,studentsalsodevelopsoftskillslikegiving(andreceiv-ing)constructivecriticism,face-to-face

communication,andcooperation.“They’relearningthe21stcentury

skillsofcommunicationandcol-laboration,andtheirattendanceisamazing”saysMr.Reilly.

Atthesametime,studentsarerackingupimpressivedata.Comparedtotheirpeers,ahigherpercentageof2010–11CDATstudentsexceededexpecta-tionsontheend-of-coursetestinlanguagearts,andstudentspostedhigheraveragescoresonfall2011finals.Mr.Reillypoints

outthatCDATstudentscometotheclasswitharangeofabilities,butmakethemostofthehigh-tech,hands-onoppor-tunities…opportunitiessupportedbythepostsecondaryandbusinesscommunities.

“Technologyequalsjobs,andourBoardofAdvisorsismadeupofthepeoplewhotrainandhireforthosejobs,”hesays.Partnershipswithcolleges,industry,venturecapitalists,andentrepreneursgivethestudentsexposureandexperience.

Studentlearningbecomesrealandrelevantwiththoseopportunities—at-tendanceatagamingconference,atourofacompanythatmakesmoviekiosks,ahood-uplookatanelectriccar,andavisitfromaGrammy-winningsinger/songwriter/producer.A$40,000grantfromMotorolaSolutionsFoundationishelpingfundequipmentandprofessionallearningaboutproject-basedlearningforCDATteachersandothersinthedistrict.

Andthelearningisputtopracticaluse.IncooperationwiththeCityofSugarHill,studentsareusing3-Danddesignsoftwareto“envisionthefuture,”basedontownplans.Onestudentalreadyhasturnedhisexperiencewiththesoftwareintoapayingjobdeveloping3-Dvisual-izationsofhomeremodelingprojects.

So, to recap… The CDAT experience builds strong academics and digital know-how and exposes students to a range of careers and entrepreneurial options. Sounds like a terrific training ground… whether a future music producer, an up-and-coming game developer, or maybe some job we can’t even imagine yet.

“Yeah, these kids will be making some-thing great one of these days,” Mr. Reilly says, looking around the room with a grin.

A scene from a video game set in a

medieval village.

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RoboticsThey may be LEGOS, but they’re not toys… ‘playing around’ with elementary engineering

A group of Puckett’s Mill Elementary 5th graders, 11 in all, surround a rectangu-lar arena, enclosing a miniature LEGO city. The children are spread around the arena, watching intently as a robot makes its way along a path. “We have to make an adjustment here so it can complete that task faster,” says one child. The students, members of the Com-petition Robotics team, begin to talk among themselves about the best way to approach the proposal. Team captains Diana and Danielle delegate the next steps the group will take, and everyone gets to work. This self-directed style and coop-erative approach is a winning combina-tion. “The more independent they are, the better they do,” says Mandy Collins, FOCUS teacher and team sponsor.

ThestudentsmeetregularlyonMondaysandThursdaysafterschooltoworkontheirrobot.Inordertocompeteatthestatelevel,theteamhastorankinthetop14of40teamsattheregionalandsuperregionallevels.

ThePuckett’s Mill ElementaryteamwasoneofahandfulofelementaryschoolsrepresentedattheSuperRegionalcompetitioninJanuary.Atthatcom-petition,theroboticsteamfromLilburn

Elementarytook1stplaceintheGrandChampioncategoryandthePuckett’s

Mill teamtook3rdplaceintheGrandChampioncategory.BothteamsmovedontotheStateTournament.

AttheFIRSTLEGOLeagueGeorgiaStateTournamentheldatGeorgiaTech,theSparrowbotsfromPuckett’s Mill wereawarded3rdplaceintheGrandCham-pioncategoryoutofthe40bestteamsinthestate.TheLilburn Elementaryteamtookhomea1stprizeforresearch.

TheregionalcompetitionsaresponsoredbyU.S.FIRST®(ForInspira-tionandRecognitionofScienceandTechnology),anon-profitorganizationthatseeksto“inspireyoungpeople’sinterestandparticipationinscienceandtechnology.”

Eachyear,theorganizationpostsathemefortheannualworldcompeti-tion,andparticipatingteamsmustdesignrobotstoassistincompletingtimedmissionsthatfitthecompetitiontheme.Themissionsmustbecom-pletedin2.5minutesorless.Thisyear’sthemeinvolvesfindingaprobleminthecommunityandcreatingasolution.

ThePuckett’s Millteamchosetoresearchandpresent“FoodFactors,”athoroughreviewofhowfoodcon-taminationoccurs.Theteam’sreportincludes“localresearch”aboutfoodinsidealunchboxthatisn’tkeptatacontrolledtemperature,basedonsurveysoftheirpeers’lunchboxes.Anactualprototypethatsolvesthetem-peratureproblemisincludedwiththewrittenfindings.

“Thisismorethanjustaboutworkingwithrobots,”saysco-captainDiana.“It’saboutteamwork.”Co-captainDanielleagrees,adding,“Everythingstartswithanidea.Howcanwemaketheworldbetterandmakepeople’slivesbetter?”

Thatideastartedwithaboxofcon-nectingLEGOpiecesandeachstudentprovidedinputonthefinaldesign.“Itwasaprimeexampleofgraciousprofessionalism,”Mrs.Collins says,“andthey’vecarriedthatthrougheveryworksessiontheyhave.”

Mrs.Collins,Jillian Peterman,andJulie Hitt serveasteamcoaches.Mrs.Collinsrecallsobservingintheclass-roomofMike Reilly,thenateacheratNorth Gwinnett High, whenshewasfirstbittenbytheroboticsbug.“Ifellinlovewatchingagroupofhighschoolgirlsatwork,”shesays.‘Iwasintriguedbytheir

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conversation,andthattheyusedtheirownlunchtime.”

Mrs.CollinsusedtheexperiencetospurstudentinterestatPuckett’s Millbysponsoringalunchtimegroupmeeting.StudentswhoparticipatedwereinvitedtojointheCompetitionRoboticsteam,whichhasbeenactiveforthreeyears.Theschool’sRoboticsClubforgrades3–5willstartinFebruary,andGEARS(GirlEngineersArchitectsandRe-searchScientists)gearsupinMarch.Giftededucationstudentsalsoworkwithrobotics.

InGwinnett,studentswhoenjoythechallengeofroboticscancontinuetheirinterestatthenextschoollevelandintohighschool.OveratNorth Gwinnett

Middle, approximately40studentspar-ticipateintheschool’sRoboticsClub,andalmost200studentsareinvolvedintheschool’sEngineeringprogram.

“Studentswhohaveagenuineinterestinengineeringareauthenticallyengagedandhighlycommittedtotheworktheyaredoinginclass,”saysJonathan Roy,

whoteachesEngineeringattheschoolandsponsorstheclub.“Thesestudentsalsoenjoyworkingcollaboratively

andusingthedesignprocesstosolveproblemsandthinkdifferentlyfromtheeverydayclassroom.”

Mr.Royaddsthatthestudentsenjoythe“hands-on,real-worldapplications”theyencounter.“Ithinkthestudentsarebothchallengedbyandexcitedabouttheopportunitytoapplytheirlearningtoreal-world,real-worksce-narios.Althoughtheyarestillyoung,Ibelievetheseclassesareagreatop-portunitytoinitiallysparkstudents’interestinscienceandtechnology,andopentheireyestoaworldofpos-sibilitiesthatexistforthemtopursueastheybegintothinkaboutfutureacademicandcareerpaths.”

Mrs.Collins’FOCUSclassaresimilarlyengagedinthePuckett’s Mill

wirelesslab,allworkingontheirownLEGOWeDokits,atypeofbuild-your-own-robotsetthatallowsstudentstobuildandcustomizetheirownrobots,andthenconnectthemtocomputerstoprogramsimplecommands.

AfterobservingtheuseofrobotkitsatNorth Gwinnett,Mrs.Collinsdecidedtotaketheplungeandordersimilarkitsforherstudent.“Whenthekitscame,I

gotnervousanddidn’ttouchthemforatleastafewweeks.ThenIrealizedIdidn’tneedtoknowtheanswers,andthatthekidswoulddiverightin.Theyaredigitalnatives,andtryingthingsoutissecondnaturetothem.”

Inthelab,studentstaketheknowledgethey’vegainedaboutsimplemachinestocreateillustrated“inventions”oftheirown,completewithdetailed,writtencontentabouthowtheirmachinesworkandhelpwithspecifictasks.

Parentvolunteer Diona Guysaysherdaughterisexcitedaboutwhatshe’slearninginMrs.Collins’roboticslessonsandisanxioustoexerciseherknowledgeathome.

“Inoticethatshepointsoutsome-thingthatisaleverorapulley,andshecanexplainhowitworks,”saysMrs.Guy.“Ithink[thecontent]keepsherinterestedandchallenged.”

BIOTECHNOLOGYMeadowcreek High lab students in Dr. Gregory Hair’s Biotechnology class inves-tigate lipstick prints found at the “crime scene” of a mystery scenario involving six “suspects.” Several teams used chro-matography paper, solvents, and other lab tools to find the guilty party.

Gwinnett robotics teams are in competition at every school level, with teams earning recognition in the FIRST LEGO League as well as FIRST tech and robotic challenges and VEX events for high school teams.

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ForsixstudentsinTim Johnson’s MusicTechnologyclass,itwouldbehardtoimagineabetterdaythantheonetheyspentonabusintheGrayson High park-inglotlastfall.OnthatsunnydayinOctober,thestudentslefttheirmusiclabintheTechnical Education Program buildingforamobileclassroom,theJohnLennonEducationalTourBus,wheretheymademusicinahands-on,creativeworkshop.

Assistedbythreeon-boardengineers,thestudentswrotethemusicandlyr-icstoanoriginalsong—“ALoveSoDeep”—thenrecordedandmixedthemusic.Theyfinishedthedaybyshoot-ingandproducingamusicvideo.

ThestudentswerejoinedbynativeGeorgianandveterankeyboardistChuck Leavellwhohastouredwiththe

RollingStones,theAllmanBrothersBand,EricClapton,andBeatleGeorgeHarrisononhislasttour.Mr.Leavellplayedpianoandoverdubbedorganonthestudents’recording.

InaLennonBusinterview,Mr.Leavellmarveledatwhatthestudentswereabletodoinjustoneday.“It’sincred-ible…Toplaywiththeseyoungfolksto-daywassomethingvery,veryspecial.”

TheLennonBusalsomadestopsatLanier High andMeadowcreek High wherestudentstouredtheBusandgothands-onexperiencewiththeequipment.Thetours,ledbyLennonstaff,aredesignedtoshowstudentstheinnerworkingsofarecordingandvideoproductionstudioandtheskillsneededforrelatedcareers.

“The whole experience was truly unreal. It’s the kind of thing you usually only see on TV… kids living their dreams. For me, it actually happened.”

Matthew Mill Creek High Senior and

Music Technology Student in Grayson High Technical Education Program

Production on Wheels

Watch a video of “A Love So Deep” by The Lovelight Messengers

The John Lennon Educational Tour Bus

is a state-of-the-art mobile audio and HD video recording and production facility, providing students with free tours and songwriting and multimedia production workshops.

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Of the independent research and writing project that he completed, Ben, a senior, says, “In an age in which everyone has access to information via the Internet, remaining competitive in the global economy will require the ability not only to sift through increasingly large amounts of data and determine what is impor-tant, but also to extrapolate meaningful conclusions from that data and informa-tion. My Senior Capstone Experience helped me begin to develop these skills.”

Peer-to-peer marketing plan improves writing scores

ForateamofAdvancedMarketingstudentsatPeachtree Ridge High,theskillstheylearnedinclasstranslatedtoahands-onprojectthatpropelledtheirclassmatestohigheracademicachievement.Fourteens,studentsofMarketingTeacherYalanda Bell,craftedthe“InPursuit”marketingprogramtoencouragemembersoftheClassesof2012and2013todotheirbestworkontheGeorgiaHighSchoolWritingTest,agraduationrequirement.

Theprojectstartedwithafocusgroupconductedbythestudentswiththeirprincipal,Dr. Kevin Tashlein, tode-terminegoals.Withanaimtocontinueafour-yeartrendofincreasingthepercentageofstudentsachievinginthe“ExceedsStandards”categoryonthestatewritingtest,thestudentstooktoclassrooms,hallways,andtheCommonsAreatopromotethe“pursuit”ofexcel-lence.APrezipresentation,interactivestudent-responseactivities,andincen-tiveswerepartofthemarketingplan.

Whenresultscameinfortheexam,Peachtree Ridge hadposteditsbest-everscore,witha98%passingrateand26%ofjuniorsscoringatthehighestlevel(a9-pointincreaseoverthepreviousyear).Theschool’s26%“Exceeds”raterepre-sentsanall-timehighforatraditionalGwinnetthighschool.

PrincipalTashleinsayshe’sproudofthewaythemarketingstudentstookownershipoftheproject,gotbuy-infromtheirpeers,andshowedrealleadership,adding“Theyhadasharedcommitmenttocreatingalegacyofacademicachievementfortheschoolandcommunity.”

SeniorAllie,whohelpedcrafttheplan,saystheexperiencereinforcedherownpursuitofexcellencewhenshesawhowtheprojectinfluencedherpeerstoachieveathigherlevels.“Iguesswedidn’trealizewhatthetrueimpactwouldbe,”shesays.“It’scooltoseehowtheentirecommu-nitycancometogethertoexcel.”

Gwinnett School of Mathematics, Science, and TechnologyJunior Internships and Senior Capstone ProjectsStudents at GSMST are required to participate in an internship or fellow-

ship during the junior and senior years. These experiences allow students to connect with a mentor who is a current practitioner in applied STEM (sci-

ence, technology, engineering, mathematics) fields through on-site collaboration with the mentor at his or her office or lab, as well as web-based contact.

The Junior Fellowship Experience is typically a one-semester opportunity for the stu-dent to gain an in-depth understanding about a STEM field, perform appropriate research or participate in task/project development, investigate professional sources of informa-tion within the community, and present highlights of the experience.

“My fellowship helped me feel more comfortable in professional working environments and gave me real-world experiences,” says Nick, a junior in the Bioscience program, of his internship with Planned PETHood of GA.

The Senior Capstone Experience is the culminating experience for GSMST students and provides an opportunity to bring reflection, focus, and conclusion to the high school experience. Students integrate the many facets of their high school coursework, projects, research, internships, and areas of career and college interest. Capstone provides students with further experiences in hands-on use of technology; opportunities to work on the leading edge of research, applied science, mathematics, and comput-ing; practice in teamwork and collaboration; and immersion in “real world” inquiry, problem-solving, and reasoning. This in-depth exploration of the student’s chosen field of interest results in a research paper; a project, portfolio, or product; and a formal presentation.

“Upon completion of the Senior Capstone Experience, students have learned more about their area of interest, their community, and, most importantly, about themselves,” says Molly McAuliffe, the GSMST teacher who coordinates the two programs.

Mandarin Chinese is a language option for students at Gwinnett School of Mathematics, Science, and Technology

French Language Study in Action In March, North Gwinnett High will host a group of French students and teachers as part of an exchange program. Throughout the school year, French language students at North Gwinnett have used Skype— a service for voice and video communication via the web— to interact with their counterparts at Académie Nancy-Metz, located in the Lorraine region of France.

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Language studies prepare students for college, work, and the world

As engaged learners, our students will reach their full learning potential. They will be critical thinkers, creative problem-solvers, and effective commu-nicators. …They will develop leadership and teamwork skills, preparing to be successful American citizens who func-tion effectively in a global economy. Stu-dents will graduate with the knowledge, skills, and expertise to succeed in college, work, and life in the 21st century.

GCPS’ Strategic Priority for Students

The world is flat and getting flatter say experts who point to the global-ization of the marketplace and the need for strong 21st century skills to be competitive in the world of work. As Gwinnett’s students prepare for college and career, it’s important that they develop and strengthen the skills they will need for success in our global economy. One of those key skills is communication, including exposure to world languages and cultures.

“Learning other languages and un-derstanding the culture of the people

who speak them is a 21st century skill that is vital to success in the global environment in which our students will live and work,”

according to The Partner-ship for 21st Century Skills,

a coalition founded by the U.S. Department of Education with

partners in industry and education.David Jahner, director of GCPS’

Foreign Language Office, agrees with that assessment. “Knowing another language is an essential skill in order to be successful in today’s global econo-my,” he says. “I honestly can’t think of any career that wouldn’t benefit from a

person knowing a second language.”And, language studies are an impor-

tant measure of college- and career-readiness, says Mr. Jahner. While state requirements for admission to Georgia’s university system require that students take at least two years of the same language, an increasing percent-age of Gwinnett students choose to take three and four years of language instruction. Students who participate in upper-level language classes, includ-ing those designated as Advanced Placement or International Baccalaure-ate, may chose to take exams for col-lege credit or exemption from entry-level college language classes.

In addition to fulfilling admission re-quirements for college, foreign language study benefits students in and out of the classroom. Students learn more about how language systems work and the impact of culture on language. Research also indicates that students who study and develop a functional proficiency in another language have more flex-ibility in thinking and problem-solving and are better listeners. One study of data from the College Board showed that students who take more years of language during their high school careers outperform their peers on the SAT, a popular college-entrance exam, regardless of the language studied. (The study actually examined two years of GCPS student performance on the SAT.) And, those who maintain pro-ficiency throughout life see long-term benefits. Recent studies have indicated that bilingual people are less likely to be diagnosed with Alzheimer’s.

Advanced language studies in GCPS go beyond vocabulary and entries from

the traveler’s phrasebook— Where is the train station? How much does this hat cost? Students of modern languages learn to read and understand authentic texts in their target language, con-verse in a range of circumstances, and develop a deep understanding of the cultures in which their target language is widely spoken. Students in Latin learn to read and write the language through study of grammar, vocabulary, and literature, with emphasis on Latin’s influence on the English language. The history and culture of Ancient Rome also are studied. GCPS high schools boast 120 state-of-the art language labs.

Mr. Jahner notes that students develop a strong foundation in their GCPS language study so that they can continue to study their chosen language in college or take another language. Advanced studies— in preparation for career or community involvement, for fun or travel — can make another language an integral part of a young person’s future, opening a world of possibilities.

Learn more about how language study supports academic achievement on the web:• Discover Languages• 21st Century Skills Map– World Languages• Q&A with the Five-Minute

Linguist• Omniglot (careers in language)

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Word study provides rich, rigorous way to think about wordsThink about how language develops from the beginning. Babies babble and make sounds (for instance, particular sounds to indicate hunger), sounds that eventually take on meaning as toddlers begin to use words. (Juice!) Preschoolers form sentences and communicate thoughts and feelings. (I’m cold. I want my blue sweater.) In school, young children start to understand how language works, through rhyming words (pen, men, when) and word families (pain, main, and rain in the –ain word family). And so the adventure of literacy begins…

Readingandwritingareintrinsicallylinkedintheprocessofbecomingliter-ate.ToensurethatGwinnettstudentswillbestrongreadersandwriters,GCPSismovingtowardwordstudyinstructiontogiveelementaryschoolchildrentheliteracytoolstheyneedforsuccess.

“Wordstudyisarichandrigorouswayofthinkingaboutwords—howwereadandspellthem,howweusetheminwritingandspeech,andhowweknowwhattheymean,”saysDr. Alicia

McCartney, directorofLanguageArts.Wordstudyhasthreeprimary

components:phonics,spelling,andvocabulary.Afourthcomponent,handwriting,alsoislinkedtothewordstudyprocess.Thesecomponentsarepowerfultoolstohelpstudentslearnnewwordsandknowhowtousetheminreadingandwriting.

Inwordstudy,childrenlearnaprocessto“solve”words…strategies

to“decode”unknownwordsintheirreadingandto“encode”orbuild

wordsintheirwriting.Phonicsandspellingstrategiesaretaughtinreadingandthenappliedinallotherareasof

instruction.Whenthesetwocomponentsarecombinedwith

instructioninvocabulary,childrendevelopintoefficient,proficient

readersandwriters.

Researcherssaythatexposureiskeytovocabularydevelopmentandhasanimpactonoverallliteracy.Themoreachildreads,thebetterreaderhebecomesandthemorenewwordshelearns.Withawidervocabulary,thechildbecomesabetterreader,andismorelikelytoread,exposingthestudenttoevenmorenewwords.Armedwithstrategiesfordecipher-ingunknownwords,thestrongreadercontinuestomakeliteracyprogressinthisongoingcycle.Thesameholdstrueforapoorreader.Hestruggleswithreadingsodoesn’tliketoread.Hislimitedvocabularyandlackofliteracystrategiesmakesreadingmoredifficultandunproductivesoheavoidsreading.That,too,beginsacycle.

Wordstudyactuallyworkswellforalltypesoflearnersasitbuildsindif-ferentlearningactivitiesandstrategiesforstudentswithdifferentneeds.WordstudyhelpsnewEnglishspeakerslearnthelanguage,supportsstrugglingreadersandwritersbyhelpingthemlinktoexist-ingknowledge,andexpandsvocabularyforaverageandaboveaveragestudentsbykeepingthemattunedtowordrootseverywhere,notjustatschool.

“Equippingstudentswithastrongfoundationofwordrootsandtheirmeaningsensuresthatourstudentsarebetterpreparedforthecriticalreadingandwritingthatwewillaskoftheminthemiddlegrades,highschool,andbeyond,”saysDr.McCartney.

batmatsatcatrat

Discover these word study resources:• Word Study FAQ• Elementary vocabulary• Middle school vocabulary• Latin and Greek roots• Academic vocabulary

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On Phonics… Aliteracyapproachthathasbeenin

useforyears,phonicsisthestudyoflet-tersandthesoundstheymake.Phonicsandspellingareanaturalfitbecausebothofthemlookatpatternsinwordsandhowthosepatternscanbeusedtoreadandwritenewwords.Forexample,weusethe“at”patterntoreadandspellawholefamilyofwords:bat, mat, sat, cat, rat. Theadvantageinbeingabletoreadfamiliesofwordsisthatoncestu-dentslearnapattern,theycanuseittoreadandspellmanyotherwords,bothsimpleandcomplex.Themorepatternsastudentlearns,themorewordsheorshecanread.Andthesepatternsenablestudentstobeginthinkingofspellingasatooltohelpthemcommunicatetheirideasmoreeffectivelyratherthanjustmemorizeforatest.

On Spelling… Childrenmustdevelopproficiency

inspelling,anotherwordstudycompo-nent.Thisincludesinstructioninwordfamiliesandroots—theirpatterns,howtheyarespelled,andwhattheymean.Wordstudyismuchmoreanalyticalinnaturethantraditionalspellinginstruc-tion,requiringstudentstothinkmoredeeplyaboutwordsandhowtheyareputtogether.However,studentsstillwilllearntospellcommonsightwordsandconventionalrulesofspellingandhowtoapplythoserulesaspartofwordstudy.

On Vocabulary… Wetypicallythinkofvocabularyas

learningthemeaningsofnewwords.Somewordsarebestlearnedbymemo-rizingdefinitions.Thatsaid,thestudyofwordrootsisanevenmorebasiclevelofmastery,butonethatpayshugedivi-dends.Rootsarethepartsofwordsthatcarrymeaning.Arootcanbethebaseofaword(oftenmistakenlyreferredtoasthe“rootword”)suchaskind,and

aprefixorsuffixsuchasun- and-ly.Hemisphereisanexampleoftworootsputtogethertoformaword:hemi,whichmeanshalf,andsphere,whichmeansglobe.Ifweknowwhattherootmeans(andcanspellit),thenwecanlearnhowtoreadandspellmanydiffer-entwordswiththatsameroot.

Studentsalsolearngrade-appropriateacademicandcontent-areavocabulary.Academicvocabularyincludeswordsusedacrossallcontentareas,indirec-tions,testingsituations,andfrequentlyusedinnon-fictionwriting(forin-stance, assess, define, predict, explain, andidentify).Content-areavocabularyisspecifictoadiscipline.Forinstance,studentswillneedtoknowtermslikeindigenousandpopulation densityinsocialstudiesandwavelengthandvas-cularinscience.Thesekindsofwordsrepresentahighertierofwordlearningbeyondthefoundationalstudyofwordsandhowchildrenlearntoreadandspell.Thewordstudyskillsourstudentsacquirewillgreatlyenhancetheirabilitytoanalyzemanyoftheacademicandcontentwordstheyencounter.

On Handwriting… Clear,legiblehandwrit-

ing—bothprintandcur-sive—hasasignificantroleinthethinkingskillsstudentsusewhenwritingwords.Hand-writingfluency—the automatic and effortless ability to compose—hasadirectcorrelationtotheabilitytospellwordsquicklyandcorrectly.Inotherwords,

oncestudentsmastercorrectletterformationandspacingandcanusethosehandwritingskillsautomatically,theywillbeabletofocusalloftheirattentiononhowtoread,spell,andunderstandthewordsandnotonhowtowritethem.

batmatsatcatrat

circumference: the distance around a closed curve

But where do those roots originate? Some 95% of English words have either a Greek or Latin basis. The remaining 5%— words like come,said,what, and where— make up a core list of sight words that must be memorized because they can’t be broken down or decoded. According to “Greek & Latin Roots: Keys to Building Vocabulary,” about 90% of English words with more than one syllable are based in Latin, with most of the remainder based in Greek. A single Latin root generally becomes five to 20 English words. For instance, the Latin root circum means “around.”

In English, we have words like circumnavigate, circumstance, circumference,

circumvent, circular, circulatory, circadian, and

circus.

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On Nov. 8, Gwinnett voters approved the extension of the special purpose local option sales tax for education. With nearly 50% of the money collected from the SPLOST extension allocated for technology projects, the approval paved the way for the district’s eCLASS initiative, a digital content, learning, assessment, and support system.

What is eCLASS?ThinkofeCLASSasanumbrella

underwhichyouwillfindexistingtechnologyresourcesandprojects,plusnewresourcesthatwillhelpenhancestudentengagementandtheteach-ingandlearningprocess.Itwillbringtogethercurriculumandinstructionalresources,assessmentitems,profes-sionaldevelopment,studentinforma-tion,andgradebookfunctionsinoneplace,makingiteasierforteacherstoaccesstoolsthatwillhelpthemimprovestudentlearning.Themainareasoffo-cusforthisinitiativewillbeonteachingandlearning;humancapitalmanage-ment;studentinformation;statisticsandinformation;andenhancingportalaccessforemployees,parents,andstudents.

What is the vision for eCLASS?Imagineatimewhenateachercan

useeCLASStoaccessinstructionalcalendars,resourcesforlessons,as-signmentsforstudentswhoneedenrichmentorextrahelp,quizzesandteststhatautomaticallypopulatethegradebook,analyticsthatshowtheteacherhowstudentsaredoingon

specificAKS,andmuchmore.Imaginestudentsbeingabletoaccessassign-mentsandacademichelpanytime,online.Imagineaclassroominwhichtechnologypermeatestheeducationoflearners,wheredigitaltoolsexpandthewallsoftheclassroomtofostercol-laborationandnurturecreativityandinnovationinstudentsandteachers.ThisisthevisionforeCLASSonceitisfullydevelopedandimplemented.

How will eCLASS help improve teaching and learning?

Inadditiontoprovidingteacherswithmoreinformationabouttheirstudents’learningneedsandabouttheirownteachingstrengths,eCLASSwillenhancehowstudentsusedigitalcontent,buildingontheirinterestsandcapabilities.Indoingso,GCPShopestomakelearningmorerealandrelevanttostudentswhohaveneverknownaworldwithouttechnology.

Is GCPS “starting from scratch”with eCLASS components or do some pro-grams and resources already exist?

eCLASSwillleverageexistingtech-nologywheneverpossibleandreplace

agingsystemsasappropriate.Becausetheinitiativewillbeimplementedinphases,eCLASSwilloperateincon-junctionwithexistingsystemsforawhile.Currentapplications(suchastheemployeeandparentportalsandthedistrict’sstudentinformationsystem)havefilledaneedinthedistrictandwillcontinuetodosountiltheeCLASSmodulesarephasedinoverthenextthreetofiveyears.Thedistrictalreadyhasbegunupdatingtheinfrastructureatschoolsandisworkingtoprovidearobustwirelessinfrastructure.

How will current employee and parent portals be integrated into eCLASS?

Theschoolsystemwillexpandportalaccessforemployeesandparents,andwilldevelopastudentversioninthefuture.TheeCLASSportalimprove-mentswillensurethatusersgettimely,accurateinformationwithenhancedfeaturesinaninteractiveenvironment.TheinitialphaseoftheeCLASSrolloutwillfocusonteachingandlearning,primarilyattheclassroomandschoollevels.Improvementstotheportalswillcomeinalaterphase.Inthemeantime,thecurrentportalswillremaininuse.

UPDATEFebruary 2012

Check out a student-produced video about the evolution of education technology.

23

When we talk about digital content, what does that mean in GCPS?

Digitalcontentreferstoappropriateelectronicresourcesthataredynamicandcanbeaccessedfromanywhere,atanytimebyteachers,students,andpar-ents.Forstudentsandteachers,digitalcontentwillbeintroducedinanumberofways,suchasvideoclipsthatteachaspecifictopic,homeworkassignmentsthatincludeinteractivequizzes,andactivitiesthatusegamingtechniques.Parentscurrentlyhaveeasyaccesstocheckstudentprogressintermsofgradesandtestresultsand,intime,willbeabletoaccessweb-basedstudentas-signmentsandactivities.WhileGwin-nettstudentsalreadyareexperiencingdigitalcontentinsomeclasses,thegoalistoprovidemoreaccessandabetterconnectionbetweenthatcontentandtheGCPScurriculum.

Why is the district making the move to digital content?

Amovetodigitalcontentaddressesthewaystudentslearnaswellasthequalityandcostofresourcesforlearn-ing.Studentslearndifferentlytodaythantheyhaveinthepast.Wewantthemto“powerup”andhavetheabil-itytouselearningtoolsandresourcesthatarepartoftheirmedia‐richlives.Theirworldischangingrapidlyandprinttextbookssimplycan’tkeepup.Withdigitalcontent,ourstudentswillhaveaccesstothemostcurrent

instructionalresourcesaspublisherscontinuallyreviewandupdatecontent,allinthemostcost‐effectivemanner.Digitalresourcesprovidealternativesandsupplementtheprintmaterialsnow,butwhoknowswhatthefuturewillholdfordigitalresources?

Will students be able to bring their own technology— iPods, tablets, smart-phones— to use in class? What about access for students who don’t have their own device or access at home?

ManyofthequestionsabouttheeCLASSinitiativefocusontheconceptof“bringingyourowndevice.”Primar-ily,thosequestionsfallintotwocatego-ries…thetypesofdevicesthatwillbeusedandhowthedistrictwilladdressstudents’accesstotechnology.

Inthefuture,weanticipatestudentswillusetheirowntechnologymoreandmoreaspartoftheteachingandlearn-ingprocess.Theschoolsystemisre-searchinghowtobestintegratepersonaltechnologydevicesintotheclassroom.

Toprepareforatimewhenstudentswillbringtheirowntechnology,thedistrictisexpandingitswi-ficapabili-ties.Beginningthisfall,the33pilotschoolsintheArcher, Berkmar, Duluth,

North Gwinnett,andShilohclusterswillhaveamorerobust,secure,wirelessen-vironment...onethatwillallowschoolstobeginexploringhowtoincorporatestudentdevicesintolessonsinawaythatisauthenticandrelevanttowhat

studentsarelearningwhilealsoensuringpropermanage-abilityandsecurity.

GCPSisexploringwhatkindsofdevices(cellphones,

tablets,laptops,e-readers,etc.)maybeusedin-

structionally.Aspartofthatresearch,we

alsoarelookingatthedegree

towhichdifferent

devices

are“content-friendly.”Recognizedplat-formscanvarygreatly.

Thatsaid,somehaveaskedifthedis-trictisplanningonpurchasingpersonaldevicesforeverystudent.Obviously,therearebudgetconsiderationsthatmustbefactoredinaswedeterminethebestwaytointroduceadditionaltech-nologyintotheclassroom.Itismuchmorelikelythatthedistrictwillinvestinresourcesthatcanbesharedamongclassesinourschools.

ItisimportanttorememberthateCLASSisnotdevice-driven,norwillitmeanthatinstructionisdevice-dependent.AgoalofeCLASSistoenhanceteachingandlearningandengagestudents.Technologyismerelyonetoolthatclassroomteacherswillusetoincreaseengagement.

When will eCLASS be implemented?Thisintegratedenterprisesolutionis

amulti‐yearinitiative.ThepilotissettobegininAugustof2012forschoolsinthefivedesignatedclusters.Thesepilotschoolswillhaveaccesstoinitialmodulesincurriculumandinstructionforlanguagearts,mathematics,sci-ence,socialstudies,elementaryvisualarts,andSpanishI.Inaddition,allschoolsinthedistrictwillpilotanon-linegradebookmodule.SoftwareandprogramsthathaveadirectimpactonteachingandlearningwillbetheinitialfocusforeCLASS.Alotofgroundworkisbeinglaidnowasthedistrictpilotsonlinetextbooks,scoutsoutdigitalcontent,andworkstoensurethetechnologyinfrastructureisinplacetosupporttheeCLASSenvironment.

How will the district pay for this initiative and upgrades in software and hardware?

eCLASSandothertechnologyimprovementswillbefundedthroughSPLOST(specialpurposelocaloptionsalestax)collections.Afterdevelop-ment,thecostsformaintainingtheeCLASSinitiativewouldbeincludedinthedistrict’sbudget.

24

GCPS to align AKS to Common Core State StandardsOnMarch 1, theschoolsystem’s

GEMSOversightCommittee—madeupofGCPSleaders,schoolstaff,andcommunitymembers—willreviewGeorgia’sadoptedCommonCoreStateStandards(CCSS),ensuringthattheCCSSreflectacomprehensiveandap-propriatecurriculumforteachingandlearninginGwinnett.Forthe2012–13schoolyear,thedistrict’sAcademicKnowledgeandSkills(AKS)willbealignedtothestate-adoptedCCSSintheareasofmathemat-ics(K–9),languagearts

(K–12),andliteracystandardsinscience,socialstudies,andtechnicaleducationformiddleandhighschoolstudents.Studentsingrades10–12dur-ing2012–13willcompletetheirmath-ematicssequencebasedonthecurrentGeorgiaPerformanceStandards.

Manystatescollaboratedindevel-opingtheCCSS,identifyingthekeyconceptsnecessaryforsuccessincollegeandcareers.Thestate’sCommonCoreisanaturalfitwithGwinnett’srigor-ous,world-classAKScurriculumanditslong-standingfocusonproblem-solving,technicalreadingandwriting,andintegratingcontentareas.TheCCSSemphasizesproblem-solvingandaconceptualunderstandingofmathemat-icsoperations,aswellasreadingandwritinginthecontentareas.WatchformoreabouttheCommonCoreStateStandardsinfuturepublicationsandonline.

Mark Your Calendar

Eachspring,theGwinnettCountyBoardofEducationgoesontheroad,meetingonceineachBoardmember’sdistrict.ThemeetingsareatimefortheSchoolBoardtoshareinformationwiththepublicandforcitizenstodiscussedu-cationtopicswiththeirelectedofficials.

Asaresultofthe2010U.S.Cen-sus,newelectoraldistrictlineswererequiredtobedrawnfortheSchoolBoard.TheareameetingsareorganizedbythesenewBoarddistricts.

Note:Thechangeinelectoraldistrictlinesdoesnotaffectattendancezonesforschoolsorboundariesforclusters.FindthenewboundarylinesontheGCPSwebsiteatwww.gwinnett.k12.ga.us.

AllAreaBoardMeetingsbeginat7p.m.inthehostschool’stheater,withrefreshmentsservedat6:30p.m.Meet-ingsarescheduledforthefollowingdatesandlocations: March 27: DistrictIV,

South Gwinnett High

March 29: DistrictI,Dacula High

April 10: DistrictII,Collins Hill High

April 12: DistrictV,Meadowcreek High

April 17: DistrictIII, Duluth High

Important news, dates, and messages from GWINNETT COUNTY PUBLIC SCHOOLS

Winter 2012

Register online for summer classes through June 4

Onlineregistrationisopenforhighschoolsummerclassesthrough June 4:• Face-to-face summer classes(June 12–

July 11)willbeofferedatthreeloca-tions—Mountain View High, Peachtree

Ridge High, and South Gwinnett High. Studentsmayregisteronlineatwww.mypaymentsplus.com,orinper-sonatPeachtree Ridge High onMay 31.

• Online summer classes(June 11–July 10)willbeofferedthroughGwinnett

County Online Campus (GOC).Registeratwww.gwinnettonlinecampus.com.BothprogramswillfollowaMonday-

to-Thursdayschedule,withaJuly 4holiday.

Attend Area Board Meetings

25

Bulletin BoardAwards and honors abound

Gwinnett’s students, staff members, and schools garner their share of attention… nationalkudosforthedistrict’sFarm-to-Schoolnutritioninitiativeandleadershipinenergyefficiency;renewalofdistrict-wideaccreditation;stateawardsforoutstandingsocialstudiesprograms;19APHonorsSchoolsandmorethan2,500studentsearningAPhonors;stu-dentwinnersininternationalmediaandartcompetitions;industrycertificationinmarketingforschools;nationalrecog-nitionforstudentsforliterarymagazine,art,music,andlanguagearts;aGeorgiaSchoolofExcellence;33GeorgiaTitleIDistinguishedSchools;35schoolsearn-ingstatehonorsforachievementgainsandhighperformance;statecham-pionshipsforstudentteamsinmath,science,andathletics;staffmembershonoredatthenationalandstatelevelsinmath,foreignlanguage,music,andart;studentandstaffleadersinthestateandcommunity;andgrantsfrombusi-nesses,foundations,andgovernmenttosupportteachingandlearning.

2012–13 calendar availableThefirstdayofschoolforGwinnett

studentsisAug. 6.The2012–13schoolcalendarisavailablenowatwww.gwin-nett.k12.ga.us.

State issues amended AYPWithresultsofappeals,summer

graduates,andretestscoresforstate-re-quiredpromotionandgraduationtests,theGeorgiaDepartmentofEducationrecentlyamended2011AdequateYearlyProgress(AYP)Reports.FourGwinnettschoolspreviouslynotmakingAYP—Ferguson Elementary, Creekland Middle,

McConnell Middle,andDuluth High—metstatestandardswiththeamendeddata.Ofthe126GwinnettSchoolsrequiredtomeetstatestandards,104schools(82.5%)madeAYP.For2010–11,statestandardsrosedramatically,resultinginahandfulofschoolsnotmakingAYP,usuallymissingthemarkbyafewstudentsonasfewasoneortwoindica-tors.MostoftheschoolsnotmakingAYPdidnotfaceanyconsequencesastheschoolsmetstandardsthepreviousyear.See the story on page 8 about the state’s NCLB waiver.

GCPS names 2012 top teacherAdiagnosisofdyslexiawhenshewas

ateenagerandtwodedicatedteacherswhohelpedherovercomeherlearn-ingdisabilitypavedthewayforJennifer

Dunntobecomea5thgradeteacheratPharr Elementaryandthe2012GwinnettCountyTeacheroftheYear(TOTY).

InNovember,Ms.DunnwasnamedGCPS’topteacheraswellasElementarySchoolTeacheroftheYear.Orchestrateacher Sarah Black ofNorth Gwinnett Mid-

dleisthisyear’sMiddleSchoolTeacheroftheYear.Aundrea Muth, whoteachesPoliticalSystemsandAPGovernmentatMill Creek High,isthesystem’sTOTYatthehighschoollevel.

TheotherthreefinalistswereLindsey

Cafarella ofPeachtree Ridge High, Keri Beth

Tidmore JonesofDacula Middle,andBrit-

tany PalazzoofMulberry Elementary.Thesixfinalistswereselectedfromapoolof25semifinalistsand122localschoolTeachersoftheYear.

Key budget dates setUpcomingdatesinthebudgetdevel-

opmentcalendar: April 23: Superintendent’sRecom-

mendedBudgetavailableforpublicreview

May 10: Firstpublicbudgethearing

May 17: Secondpublichearing,finalbudgetadoption,andadop-tionoftentativemillagerate

June: Finaladoptionofmillagerate

Watchfortherecommendedbudgetandadditionalbudgetinformationonline.

Use Parent Portal to follow your student’s progress

TheParent Portalgivesyouaccesstokeyschoolinformationsafelyandsecurely,anytimefromanyplace.AllyouneedisacomputerwithanInternetconnectionandauserIDandpass-word.Newthisspring,youcanreviewsummaryinformationaboutyourstu-

dent’s library materialsandtextbooks(andanyrelatedfinesorrefunds)aswellasthecurrent balance in your student’s Meal

Pay account.

OnthePortal,youalsocan:• Findscores/gradesforprojects,tests,

homework,andquizzesforcurrentcourses,includingmissingwork;

• Accessanoverviewofyourstudent’sgrades,attendance,disciplinerecord,andprograminformation;

• Seeyourstudent’scoursehistory;and• Reviewyourstudent’sresultsfor

standardizedtests,withlinksformoreinformationaboutthetests.Ifyouhaven’tregisteredfor

theParentPortal,don’tmissout.Contactyourlocalschoolfordetails.(go2.gwinnett.k12.ga.us )

Pharr Elementary’s Jennifer Dunn reacts to the announcement that she is the county’s 2012 Teacher of the Year.

437 Old Peachtree Rd., NW • Suwanee, GA 30024-2978 • (678) 301-6000www.gwinnett.k12.ga.us

2012 Gwinnett County Board of Education Louise Radloff, Chairman– District V • Carole Boyce, Vice Chairman– District I

Dr. Robert McClure– District IV • Dr. Mary Kay Murphy– District III • Daniel Seckinger– District II

It is the policy of Gwinnett County Public Schools not to discriminate on the basis of race, color, sex, religion, national origin, age, or disability in any employment practice, educational program, or any other program, activity, or service.

Gwinnett County Public Schools Spring 2012

In the next issue… InthenextissueofCommuniqué,we’llbecelebrating

thisyear’ssuccesses.Lookforprofilesfromclassroomsaroundthecounty;asalutetoourvaledictorians;astoryontheimpactofhighexpectationsandpositivebehavioronlearning;howabalancedliteracyapproachpromoteslifelongreadersandwriters;aphotoessayonGwinnett’sbiggest-everScienceFairandCareerExpo;andmore!

Communiqué is produced by Gwinnett County Public Schools’ Department of Communications and Media Relations. Thanks to the staff, students, and administrators who helped us tell their stories in this issue. Special thanks to Lisa Hopper for many of the photographs. Tell us what you think. Click here to take a brief survey about Communiqué.