Perspectives on a new year at PCHS

by:  Katie Brentlinger, Senior, Class of 2014

 

   It’s the end of summer. Everyone knew it would come, but I don’t think many of us realized just how close it really was. But what we have to remember is that there really is no end, just the beginning of something new. That’s this school year. Our lives are moving forward and taking us to new and greater places.

  Seniors-We’ve ruled this school for four years, and as this school year slowly starts, we are prepared to work hard to earn our place in a much larger world than Pike County High School. We are preparing for college, and as our lives move forward, we will never forget what helped us make it.

   Juniors-You’ve been here for three years, and this year will be the most fun. You’ll realize your place in Pike County High School, and you’ve already found your friends. You know the teachers, and you feel comfortable walking the halls. Your year will be full of tests that will prepare you for 12^th grade and a life after high school.

   Sophomores- You are no longer a freshmen! That’s cause to rejoice. You have a sense of what direction you want to go, and you have prepared to work hard and earn a respectable place in the school. Don’t try too hard; it’s easier to find than you think. Your life is still beginning at PCHS, and I promise if you focus on your work and work hard, it will breeze by. Look forward to your years left of high school, because after that they are gone, and you will be thrust into a very strange world. Take advantage of the education in front of you.

   Freshmen- You’re new here, and we all welcome you to our school. We are happy that you have arrived because without you there would be no future. You are the future of Pike County High School, and I hope you will truly realize that. Work hard, because if you do, one day you’ll be lucky enough to have half days. Push your way to the top, but don’t go alone, take along those who will value your friendship. Pick friends for who they are, not who they act like. It’s difficult to tell, but I’m sure you’ll figure it out. You’re all so bright and eager to be here. We’re proud that you all made it.

   For all of us, the 2013-2014 school year has just begun. My hope for us is that we realize that together we can do anything. If we are just willing to give a helping hand to those who need it, just willing to go out of our way to help someone with directions. If we were so kind as to give a simple smile to someone who doesn’t have one, that is what will make this school year great. It’s not so much the grades, though those are important, but that we try our best on the way. Don’t be afraid to talk to your teachers; don’t be afraid to ask a fellow student that gets it for help. Don’t be afraid to shine, and don’t be afraid to stand out. You are all wonderful people, and you need to realize that. I pray for success this year for all of us, and I pray that we have the strength, courage, and motivation, to keep it up till the last school bell rings. Good luck to us all!!   

The First Day

By: Julie Morris, Eighth Grade Teacher

No matter what our age, the anticipation of the first day of school is very similar. At bedtime the night before that new day, we visualize the perfect day with our closest friends gathered around us. Our teacher of course is funny, sweet and very helpful to bring us all the knowledge we need to obtain. Our students are all well behaved, prepared, and ready to learn. We picture ourselves looking our best and we want to make a good first impression. Student or teacher, we are much more conscious of how we dress and look because we want to be accepted by everyone. Inside of the excitement, sleep does not come easy.

The silence of the first day is deceiving and known by teachers to be a temporary utopia but a nice beginning. Students sit watching their teachers and waiting to see what word of direction they are given. The honeymoon period will be brief and eventually the discovery of one another’s deepest darkest secrets and personality traits will come forth. The new shiny shoes and neatly pressed clothes will tarnish and stain with time but as in the past will become as accepted and understood as the bond of trust between one another.

Students are prepared with their “bouquets of sharpened pencils.” Notebook and supplies in hand are ready to be used. No one complains when they are told to get to work. We are ready to get back in the saddle to complete the task before us. Children are eager to help one another find where to go and what to do. Kindness and consideration are dominant traits on this fresh day.

Just as the morning was anticipated, the end of the day is just as desired. Our brains become mush and we cannot discuss one more procedure or rule because the cup is overflowing and the warmth of the “new school year” has cooled. We are ready to go home, refresh and return tomorrow. 

We have survived the first day of school and the next day will not look the same. So the journey begins for our bonding, growing, and learning together. Like the days and years which have passed, the excitement will wane as the relationships – good and not so good – begin.

What should schooling look like?

By:  Michael Duncan, Superintendent

This question was posed to over 400 stakeholders over the course of the past year.  Interestingly, parents and guardians, school system staff, the business community, elected representatives, and faith-leaders all shared a relatively common vision for the kind schooling that children need in order to be contributing members of the community and to the ever-changing global economy.

Many of you have probably read a vision statement or been on a team establishing a vision for your business or church.  Often times, vision statements are a vague attempt at inspiration and do little to guide the culture or work of the organization.  Envision your perfect vacation.  Can you see it? What do you hear? As Dwayne Johnson (A.K.A The Rock) says, “Can you smell it?” How do you feel?  The vision should transport you to a different place and describe where you want to go- a road map for a journey.

Our journey begins and ends in the classroom and the dynamic interaction between the teacher and student.  As I write this my mind keeps taking me back to Disney’s Epcot and the Tomorrow Land attraction, where a computer allows you to look into the future.  Let us take a look at what future schooling will look like in Pike County.

As I enter the school, my attention is drawn to three students walking down the hall to the Media Center.  They are so engrossed in their conversation I have to step aside to avoid them.  I turn and follow.  They quickly dump their book bags at a work station, revealing tablet computers, which they quickly activate and navigate to the school’s Wi-Fi.  The computer screens are filled with text, images, video and applications.  The students inquire if the conference room is available; they have a SKYPE session scheduled with a group of students from Miami.  They mumble something about pythons.

My curiosity is peeked, so I follow them to the conference room and peer into the window as three smiling faces appear on the monitor, alternating between boardroom seriousness and silliness.  They all start to talk at once, and then laugh at the garbled mess they created.  Next, an agenda and a flow chart appear in adjacent windows on the monitor.  The students alternate speaking, addressing topics such as progress updates, timelines, references, drafts and deadlines.  Another group of students enter the Media Center, so I take my cue to stop my surveillance and ask the Media Specialist to direct me to the students' classroom.

Walking through the hallways, I am struck by the hum of activity I see in each classroom.  Teachers and students deeply engaged with one another- whole group, small group, and individually.  I reach my destination and knock on the door.  The teacher greets me warmly and welcomes me to the room.   After a few moments of conferencing with a small group of students, the teacher comes along side me as I listen to students discussing the dietary habits of the armadillo.

“What are they working on”, I ask. 

 “They are investigating the rate of geographical expansion of the armadillo and its impact on local agriculture and native species”, shares the Teacher.

 I learn the students are building on the knowledge they gained from the teacher’s lessons to develop a model to predict the future impact of uninhibited expansion of the armadillo’s habitat and possible solutions to curb the pace of habitat expansion.  Once completed, the students will present their findings to the local farmer’s association.

 “A team is down the hall on a conference call with a biologist from Texas A&M”, says the Teacher. 

“Wow!” I exclaim.  “They must be having a blast.” 

“They are, but the key is using the information we teach them as a vehicle to enhance skills such as critical thinking, creativity, communication, collaboration, and digital literacy. Of course, this type of learning requires a great deal of personal responsibility in order to self-monitor and reflect on learning goals.  But, perhaps the key ingredient is a clear understanding of what we are trying to accomplish with specific feedback for improvement every step of the way”, the Teacher added.

I approached a group of students in the corner who were drawing a graph on a large Post-It® easel pad. I asked them what they thought about the school.  A young man wearing a lime green graphic tee-shirt bellows from the back, “It’s not all about the stupid test. I feel like we’re doing something really important.”

“You are”, the Teacher responded.  “You are learning how to learn and so are your teachers”.

I wanted a little more clarification on this thought of teachers as learners, so I dropped by the principal’s office on my way out.  After hearing a recap of my visit, the Principal smiled and said, “Learning for All:  That’s what we are about!  If we aspire to be a learning organization, learners must be teachers and teachers must be learners. We must encourage a culture that rewards trial and error.”

As I started my car to leave, I couldn’t help but think the armadillo didn't stand a chance.

Budget: Beyond the Numbers

By:  Ken Carter, Finance Director

 

Our annual budget is a picture of all the school district’s duties and responsibilities which, by extension, is ours individually – for we are the school district. We, you and I, exist in the district context for a sole purpose – the education of our young people. The annual budget provides, in many and various ways, the resources for that purpose.

Our district’s largest resource is people. People who teach and support our children.  People who provide good nutrition and safe transportation for those children.  People who lead and people who follow that leadership for the benefit of children. So you should not be surprised to learn that 83% of our budget is dedicated to personnel salaries and benefits. Three quarters of that total provides for the wonderful people who have direct interaction with our students.  We can conclude from the allocation of these precious resources that our district’s lifeblood is our people.

But our lifeblood must be protected, sustained and furnished with an environment in which to flourish. That’s where the “operations” portion of your budget comes in. Operations as people resource support provides buildings, climate control, technology, security, transportation, payroll and a host of other functions on a daily basis. It is the goal of operations to provide a safe, comfortable and effective environment to facilitate the magic of the classroom. A large and complicated tack indeed! Think of it - our campuses daily become the largest population center in Pike County. A population which must be housed, moved and protected moment by moment.

For the Finance office staff, our ongoing involvement in budget management is the core of our tasks. We strive to manage processes which enable good stewardship of all our citizens have entrusted to us. Thanks for allowing us to work for you – our best and most precious resource!

What is the Common Core?

by Kevin Huffstetler, Pike Elementary School Principal

The Common Core is an initiative by the United States Department of Education that seeks to align the curricula of the states into one unified set of learning guidlines.  These “guidelines,” which we call standards, establish consistent learning expectations for all students, no matter the state in which the student is educated.  This helps to ensure students receive the same rigor, concepts, and educational outcomes across the country.  The Common Core shifts the focus of education from memorization of rote facts to critical thinking and the application of knowledge.  Students are now required to not only know concepts, but apply them in a problem-solving context .  Each grade level builds on previously taught standards, so as a student moves from kindergarten to high school the student develops a deeper understanding of what they have been taught.

What does this mean for our students?  In years past, students were asked to memorize random facts without applying them.  For example, we memorized the Preamble to the United States Constitution, the Gettysburg Address, or the Bill of Rights.  In many cases, the learning stopped with the memorization.  Now, under the Common Core, students are required to think about how these documents are related, the actions that caused each documents’ creation, and how they still shape our society.  The same approach is applied to each content area, whether it is math, science, or English/ Language Arts. 

The Common Core serves as the basis of each state’s curricula.  States have the freedom to add to the standards to create a unique set of learning outcomes for their state, such as Georgia History.  Individual school districts can add to the curriculum to support local initiatives, such as how the history, landscape and geographic location of Pike County dictate the career choices of residents.

 

Some major changes with the implementation of the Common Core:

·         Increase in Career Awareness by applying skills needed to be successful after high school;

·         Increase in writing across the curriculum;

·         Increase in rigor, or depth of understanding;

·         Increase in expectation of student communication goals;

·         Changing the make-up of state tests.