Students Are Our Assets

Wake County schools are alive with excitement! Enthusiasm fills the air as children experience the joy of learning. From teacher to school custodian to curriculum specialist, our aim is to help each child reach for the stars. We believe that each child is special, and that each child can learn and be successful. Our job is to challenge all students and to help them become productive citizens who can effectively manage future challenges.

Our system is driven by a compelling vision of making a difference in all students' lives. We believe schools must result in student success, and that everyone has a key role in that process. We see education as a responsibility jointly shared by students, parents, schools, and the community. Students are our bottom line, and we judge our system's performance by how well students are learning. The Wake County Public School System ensures attaining its mission through an instructional focus, which supports schools and school restructuring.

Direct support for schools, effective leaders, and a network of services are all ways schools receive support for their students from the central administration. First, direct assistance is provided to schools through teams of central office administrators. These team members are in schools often to assist as schools plan for improvement and create innovative programs for students. They assist schools as curriculum is reviewed, as instructional programs are expanded and established, and as schools analyze data for improvement. To further ensure success for all students, policies and practices are continually reviewed to promote support for all schools, individuals, and groups of people.

Further, schools must have effective leaders. Principals and teachers receive training as they adjust to new roles, and team members seek professional growth to better assist schools in their missions. Finally, support for schools not only comes from within the school system but from the community. The system works closely with government agencies and community groups to provide an effective network of services for students.

School Improvement

Wake County is involved in school improvement and is committed to the participation of teachers, staff, community members, and parents at each school in the development of a plan for improvement. In 1989, the North Carolina General Assembly paved the way for school renewal efforts through the adoption of Senate Bill 2, which encouraged schools to formulate plans that promote student success. Senate Bill 1139, also known as the ABC’s plan, as ratified during the 1996 session of the General Assembly, creates the School-Based Management and Accountability Program with the primary goal of improving student performance. The school improvement plans have been the catalyst in Wake County for addressing students’ needs and achieving the goal of educating all children.

Teachers, staff, community members, and parents from each school are involved in designing the improvement plan to address the school’s unique student body. The individualized plans feature goals for improving student performance, increasing parental involvement, providing a safe and orderly learning environment for the students, and other areas that school families may have identified. Teachers have gained greater leadership through the improvement process and are active participants in the decision-making process at the school. More parents are involved in the schools, where they make collaborative efforts with the staff to identify the needs of the school, and develop strategies to meet these needs.
School improvement is an ongoing process in Wake County. Each school will continue to refine its plan to meet the needs of students in the best ways. The process has become an integral part of the operations within the system and is resulting in increased accountability, greater involvement, and flexibility. It will ultimately contribute to the success of every student.

Change takes time, but initial results already are significant. Test scores are rising. Student performance is increasing. Students are receiving increased instructional support to meet their specific needs. More parents are involved in the schools than ever before. Meanwhile, staff members are participating in the decision-making process. They are recognizing the importance of a focused planning process, and they are gaining new skills and ownership in school improvement efforts. Examples of improvement include:

• SAT scores continue to top the national average. Scores have steadily risen, gaining 60 points since 1990. 1998-99 posted a 1059 average, 43 points above the national average.
• The dropout rate in grades 7-12 fell from 4.08 percent in 1994 to 2.65 in 1998. It increased to 3.90 percent in 1999 when new rules defined "dropout" to include students who leave high school for community college GED or other programs. Even so, the 1999 rate remained below that of comparable LEAs.
• Wake posted the highest performance ever on end-of-grade tests in K-8 schools.
• All Wake high schools met exemplary growth, the highest performance category.
• Wake’s annual report card from the state indicates that the system scores above state averages on most achievement measures.

"Accountability" Under the ABC Program

In 1995, a law was passed directing the State Board of Education to "examine the structure and functions of the state public school system with a view to improving student performance, to increasing local flexibility and control, and promoting economy and efficiency." In response, the State Board of Education developed the new "ABCs" of Public Education and, in 1996, was given the authority to implement The ABC Plan, including authority to set student achievement goals for every public school in North Carolina.

The Accountability portion, the "A" of the ABC plan, is an effort to strengthen public confidence in public education. Accountability is designed to:

• Set school-level standards for students’ growth and performance in basic subjects
• Measure and report student performance and school-by-school growth
• Provide incentive awards for schools that achieve high levels of student growth
• Publicly recognize high levels of student growth and performance at the school and district level and
• Identify schools with unacceptable performance and provide assistance and/or intervention when needed.

In August 1997, the State Board of Education issued its first ABC report on Growth and Performance of North Carolina Schools. Each year, all elementary, middle, and high schools in the state are evaluated on the results of the statewide writing assessment and end-of-grade and end-of-course reading and mathematics tests. Growth standards ("expected" and "exemplary") are set by a formula developed for the State Board of Education. The following table summarizes Wake County and statewide results for 1999:

Note: Because of the many grade variations across the state, DPI now reports only for all schools K-12.

Early Intervention Efforts

Early intervention, providing support and services to children at an early age, is a focal point of Wake County’s school improvement efforts. By providing these resources in the early formative years, a child is more likely to succeed in school. Wake County provides a host of efforts and also works cooperatively with many agencies and organizations. Here is a look at early intervention efforts which address the needs of the whole child–from prenatal care through age six and beyond.

Preschool Programs

Poe International Montessori School

A member of the school system’s magnet schools network, the program begins with four- and five-year-old students. Families must apply during the magnet application period. Selection is based on the same criteria that applies to all magnet programs. There is a tuition fee for all four-year-olds.

Migrant education preschool program

This program serves three- and four- year-olds in a summer school setting. One support feature is the coordination of dental and medical services for these preschoolers.

Migrant Education Even Start

The Migrant Education Even Start program is designed to help break the cycle of poverty and improve literacy and educational opportunities of participating migrant families by integrating early childhood education, English as Second Language classes and adult literacy, and parenting education into a unified family literacy program. The early childhood component provides activities and an initial foundation ensuring beginning academic success that continues throughout a child’s learning progression. The prekindergarten program is designed to be developmentally appropriate for four-year-old children.

Head Start

Head Start is a federally funded program for preschool children from low-income families. Wake County Opportunities, Inc., is the grantee for the Head Start program in Wake, Orange, and Chatham counties. The three- and four-year-old children who attend Head Start participate in a variety of educational activities. They also receive free medical and dental care, have healthy meals (breakfast and lunch) and snacks, and enjoy playing indoors and outdoors in a safe setting. Since its inception in 1965, Head Start continues to provide children with activities that help them grow mentally, socially, emotionally, and physically. Services are also offered to meet the special needs of children with disabilities. Children leave Head Start more prepared for kindergarten, excited about learning, and tooled for success.

Project Enlightenment

Project Enlightenment supports the premise that the first six years of a child’s life are of utmost importance, forming the foundation for all later development. The Project, started in 1969, is a nationally recognized early intervention and prevention program providing educational and mental health services for Wake County’s young children and their families as well as for parents and preschool, day-care, and kindergarten teachers. Project Enlightenment offers consultation, training, resources, support, and technical assistance to these most important people in young children’s lives. A wide array of services are offered including the following: teacher/parent consultation, parent services, parent/teacher resource center, demonstration preschool, teacher education, TALKline, and Parents as Teachers.

Kindergarten Screening

All Wake County kindergarten classes use an initial screening process to provide teachers with information about each child so they can design an appropriate program of instruction. Teachers use the results of an initial assessment to provide an academically stimulating program for all kindergarten children. Your child will attend only one full day during the first week of school so that teachers can conduct the assessment during these staggered entry days.

The goal of the initial screening is to promote student success through early identification of developmental needs and styles. All incoming kindergarten students will be screened in five areas: language and literacy, mathematical, social-emotional, fine motor, and gross motor development. Screening instruments and observations will define a profile of a child’s development. The child’s teacher can then tailor instruction, recognizing a child’s strengths and needs.

Parents are encouraged to become knowledgeable about the kindergarten program and to become actively involved with their child’s education. Parents also are encouraged to volunteer in the classroom and/or work with their children at home.

Elementary (K-5)

Briarcliff Elementary received an Excellence Award from the American Association of University Women for Leadership and commitment to providing quality education.

Bugg Creative Arts and Science Magnet Elementary School was recognized as an Honorable Mention Magnet School at the 18th International Conference of Magnet Schools of America.

A.B. Combs Elementary has been named one of the nation’s Blue Ribbon Schools by the US Department of Education, a program that honors "excellence in leadership, teaching, curriculum, student achievement, and parental involvement." Combs also received a Magnet School of Merit award as one of the most innovative magnet schools in America.

Carver Elementary and Brentwood Elementary are two of four North Carolina schools to earn the prestigious national Blue Ribbon School of Excellence Award. Powell Elementary was recognized as a Blue Ribbon winner in 1993.

Middle (6-8)

Most experts agree that the middle school years are some of the toughest in a student's life. Wake County schools are structured to meet the special needs of these young people. A team approach is used in the middle school years, with a team of two to five teachers assuming joint responsibility in core subject areas for a given group of students. Team teaching helps teachers jointly address student needs and solve any problems that may arise.

The middle school program features a core curriculum of language arts, mathematics, science, social studies, health, and physical education. Students may then expand their studies by taking electives such as foreign languages, the arts, vocational education, and computer education. Overall, four goals are stressed: preparing students to become responsible, productive citizens; setting high academic standards; using resources effectively for students; and providing enrichment opportunities to help students develop their talents and skills. The result is a smoother transition to the high school level.

Daniels Middle is approved as a magnet to begin preparation for the International Baccalaureate Middle Years Programme.

Zebulon Middle is approved as a Gifted and Talented magnet school.

High (9-12)

The curriculum abounds with possibilities at the high school level. Offerings range from Japanese to computerized accounting to anatomy and physiology. The core curriculum features English, mathematics, science, social studies, physical education/health, and electives. A high school diploma is based on earning at least 20 units (26 units at Fuquay-Varina High School) of credit in grades 9-12 and meeting established competency criteria.

Advanced placement courses are available in seven subjects, depending on student interest. Students can also take courses at local colleges if they have completed the most advanced course offered by the school system in a particular discipline. Vocational education courses are available in a wide range of areas, as are visual and performing arts courses. Extensive athletic and other extracurricular programs are available at each school.

Broughton High School is approved as a magnet school to begin preparation for the International Baccalaureate Middle Years Programme and the International Baccalaureate Diploma Programme.

Southeast Raleigh High School was recognized by Family PC Magazine as one of the top one hundred wired schools. Southeast’s web site was awarded the National Cool School of the Week by Education-World.com.

Enloe High School ranked 31st among the nation’s top 100 public high schools for encouraging students to enroll in rigorous courses, according to a survey published by Newsweek Magazine. Enloe was recognized at the 18th International Magnet School Conference with the top magnet award in the United States. Enloe was given the Ronald P. Simpson award, which comes with a $5,000 cash prize.

Special Schools

The school system also offers these alternative schools/services for students who may be more successful in a different environment. This safety net is intended to service students for one year only, with the expectation that sufficient progress will be made to allow successful transition back to the traditional school after one year.

For students in grades 6-9, Mt. Vernon Redirection School provides a program where thorough counseling services and individualized instruction are emphasized.

East Wake High School’s alternative evening program is designed as a safety net for high-risk students whose base school is East Wake.

Phillips High School (grades 9-12) provides flexibility in terms of time, content, and teaching strategies. An emphasis is placed on the mastery of skills needed to enter the work world.

Longview School (grades 6-12) serves emotionally handicapped students. Unique features of this school include a reduced student/teacher ratio, individualized instruction, and a full-time counselor/psychologist.

A Growing Place is a transitional school for homeless children.

The Wake County Public School System opened a day treatment facility, "Bridges" in March of 1995, becoming the first school system in North Carolina to provide education and day treatment for elementary and middle school students.

Students attending Bridges are involved in a heavy therapeutic program, participating in individual and group counseling. At the same time, they are getting the education they need to return to the regular school environment. Because these students will have some significant difficulties, the maximum size of the Bridges population is small—only 16 students in grades K-8.

The program features support for students and staff as students transition back into their base schools. The students’ parents are also heavily involved in the program.

Another specialized service is the 9-year-old Phillips Child Care Center, which provides infant care for the children of students at the school. The PCCC cares for infants as young as two weeks of age. Each teen parent is enrolled in the Child Care Services class for two hours daily. For one period, the teen parent works in the infant care center. In addition to receiving quality infant care in our licensed day-care center, the teen parent acquires job skills for the child care industry as they learn how to be a good parent. Most of the teen parents qualify for N. C. Department of Social Services funding for child care, so the program is cost-effective.

The Wake County Public School system has a contract with Richard M. Milburn High School to provide an alternative education program for students serving long-term suspensions from Wake County Public Schools. Students who have been adjudged to require an altered school setting for academic reasons, have committed infractions of the student codes of the school board, or who have engaged in behavior which could result in long-term suspension from the school system may be eligible. The program provides students with individual career counseling, and monitors work-study for academic credit. The program also offers individual and group life skills counseling sessions with students on conflict resolution, anger management, personal responsibility, interpersonal cooperation and compromise, and understanding others. The goal of the program is to return these students to the regular classroom setting with the necessary skills to be successful.

Magnet Programs

The Magnet Program offers parents educational alternatives within distinct frameworks. Magnet schools provide a variety of teaching approaches and curriculum offerings which help to customize a student’s educational program. Additionally, the magnet schools’ network has provided a positive climate through which other critical issues have been addressed – educational choice, diversity, and effective use of space.

For the 2000-01 school year, the Office of Student Assignment received 9,745 applications to attend magnet and year-round schools. Offers were extended to siblings of students currently attending magnet schools and then others based on approved selection criteria.
Magnet Schools of America, Inc. has selected three Wake County schools as recipients of prestigious Magnet Schools of Merit awards. The awards were presented in May 2000 to 32 schools/programs nationwide at the 18th International Conference for Magnet Schools in Tucson, Arizona. Wake’s honored magnet programs include Bugg (honorable mention) and Combs Elementary Schools, and Enloe High School. Enloe also received the Ronald P. Simpson award as the top magnet school in the United States. This award comes with a $5,000 cash prize.

Classical Studies puts a fresh, new face on the "three Rs"æthe basics of education. Students concentrate on fundamentals like reading, writing, and science in an atmosphere that nurtures creativity. Another focus of the classical studies program is character development. Students examine qualities such as honesty, patriotism, leadership, and respect for others.

Enloe High, offers a vast array of electives not available at any other high school. Electives are offered in all program areas: visual and performing arts, video production, math, science, technology, engineering, and the humanities. Enloe offers nine foreign languages, and it features a vast array of advanced placement courses such as English, calculus, physics, chemistry, French, Spanish, Latin, German, American history, European history, art history, music theory, and others based on student interest. Enloe students' advanced placement exam scores consistently exceed the national average by large margins. Enloe also offers the International Baccalaureate Diploma Programme which aims to develop the individual talents of the students and teach them to relate the experience of the classroom to the realities of the world outside.

Southeast Raleigh High Center for Accelerated Studies is Wake County Public School System’s newest magnet high school. Innovative teaching, unique learning opportunities, and academic support are offered to the students attending Southeast Raleigh High. The schedule will allow time for labs, projects, research, and seminars. Students choose from a variety of three-week interest courses or may participate in tutoring sessions during the interest period. They have opportunities for acceleration and enrichment in micro-sessions offered in the two-week breaks between quarters and in the seven-week summer break. The graduation project is a culminating assignment that demonstrates a student’s ability to write, speak, apply knowledge and skills, solve problems, practice organization, and manage time. Students select topics based on their interests. The English department coordinates the use of resources as students work through this long-term academic project.

Extended Day provides a safe, nurturing environment for children of working parents between the hours of 7:00 a.m. and 6:00 p.m. Children enjoy the independence and interaction of small group activities under supervision and guidance by certified staff members.

Gifted and Talented is based on the belief that all students possess gifts and talents that need to be identified, valued, nurtured, and rewarded. The program provides parents and students with options and alternatives for learning and is designed to accommodate varying strengths, needs, and interests.

International Studies brings the world to students' doorsteps. The program has as its mission the preparation of students for effective participation in the world community. Doors of understanding open wide as students learn about varied cultures, learn to speak different languages, and learn to use technologies important in our global society.

Language Arts/ Communications has as its foundation the central importance of communication skills to all academic areas. The program benefits from full-time computer and curriculum specialists, and it boasts a video production studio that is the only one of its kind in a Wake County elementary school.

Year-Round School spreads out the standard school year of 180 days over the course of a year, by dividing the year into nine-week quarters with a three-week break at the end of each quarter. Students and teachers are more energized throughout the year due to these regular breaks. Many parents feel that students retain more of what they have learned because the learning process is not interrupted by a long summer vacation.

Montessori Program invites rather than imposes learning. Children learn in a secure, happy environment where they are challenged by innovative materials and the use of computers and other technologies. Classes are limited in size to assure individual attention. The program will include pre-kindergarten through the third grade in the 1998-99 school year and will expand each year until it includes grade five. The program is in the process of being certified by the American Montessori Society.

Centennial Campus is Wake County’s new magnet middle school opening in the summer of 2000 and is located on NC State University’s Centennial Campus. This school combines the resources of a respected school system, a major university, and a technologically advanced campus comprised of business, industry, educational, and governmental agencies.

Creative Arts and Science is a program designed to develop the multiple intelligences of children. Certified teacher/artists provide arts instruction for all students in four disciplines a week: visual arts, music, dance, and theater arts. These artists also work with classroom teachers in using the arts to explore academic subjects. Instruction and learning are interdisciplinary.

Community Model is used at Lincoln Heights Magnet Elementary School and features reduced class sizes for students. The average K-2 classroom has fifteen students, and the average 3-5 classroom has eighteen students. In this model, students participate in centers that mirror the local community. They showcase their work in two evening celebrations throughout the year.

Global Communications model begins with a Family Plan where students have the same teacher for kindergarten and first grade. Class size is reduced in this model to 18-20 students per class. Project-based learning is stressed as well as collaborative instruction, urban partnerships, and global telecommunications.

International Baccalaureate will be offered on the primary, middle, and diploma levels in Wake County next year. This program aims to assist schools in developing the unique talents and abilities of all students by teaching them to connect the experiences of the classroom to their world. The IB Programmes emphasize academic challenges, international understanding, community service, and mental and physical well-being.

The Wake County Public School System’s Magnet Programs received a three-year grant from the U.S. Department of Education in the amount of $7,381,832 for projects affecting four project magnet schools, seven feeder schools, and three year-round schools.

Conn Global Communications Magnet School is a new project school with a new magnet theme emphasizing global studies and technology. East Millbrook Magnet Middle School will expand its Pre-International Baccalaureate/Integrated Arts theme with grant funds. Fuller Elementary and Carnage Middle will continue their Gifted and Talented Magnet programs, but will concentrate on math, science, and technology.

The three year-round schools, Green Elementary, Timber Drive Elementary, and West Lake Elementary offer community-based accelerated learning centers which offer opportunities and experiences for student to have:

• Additional instructional time beyond the regular school year
• Expanded learning experiences
• Opportunities to achieve higher levels of academic performance
• Emphasis on personal, social, and leadership skills
• Meaningful interaction between families, schools, and the community
• Adult educational opportunities
• Participation in extension activities.

Parent/Community
Involvement

Strong community support marks Wake's school system. Parents and community members are active participants in the education of youngsters.

The School-Business Partnership Program

The School-Business Partnership Program is a coordinated effort to help schools develop business and community partnerships. It also provides businesses and community entities an opportunity to discuss their interests with a systemwide coordinator who can match their interest to the needs of a particular school or educational program. The program utilizes a set of guidelines and a structure for partnership activities to promote ongoing communication and evaluation.

Community and business partnerships, large and small, increase advantages to students by providing more opportunities to interact with adults and understand more about the learning process as it relates to the world of work and the community in which they live. The program provides a place for helping children and youth succeed and assisting educators with that process.

Community/Business Support: The progress the Wake County Public School System has made in recent years has only been possible through significant community/business support. From the volunteer who quietly serves children to the business that publicly promotes the system, the benefits to education are incalculable. Examples include:

(1) Area Chambers of Commerce throughout Wake County are strong supporters of our school system. Many have formed education foundations and work with businesses on innovative projects, such as pairing seniors with prospective employers; promoting parent involvement in their youngsters homework on a daily, intensive basis; financing educational projects; rewarding and recruiting teachers; and sharing the expertise of professionals in the classroom.

(2) The Wake County Public School System School to Career Council is a business led group that supports and monitors the school to Career (Job Ready) Grant for the system.

(3) The Wake County Business Education Leadership/Council (BEL/C) is a business led group that is organized according to the five geographical school areas. Their role is to initiate and sustain school business partnerships for schools within their areas.

(4) Nonprofit community education foundations in Wake County play and integral part in supporting and supplementing the system’s education mission.

(5) The Wake County PTA Council is frequently named the state’s outstanding PTA Council by the North Carolina PTA. This underscores the Council’s strategic role with the school system, including the frequent communications to its 104 units, its advocacy and support for high standards for all students, parent involvement, accountability, and adequate funding for instruction, support services, technology, and facilities. Each year the PTA Council sponsors leadership training, parent education programs, a fund raising exhibition, and an awards ceremony recognizing excellence among students, parents, educators, and community partners. The Wake County PTA Council also provides the volunteers for the school system’s back to school event and actively participates on numerous system and community committees.

(6) Junior Achievement, a program designed to provide students with high quality experienced-based economic education through partnerships that are responsive to business, education, and community needs.

(7) Private contributions have resulted in innovative efforts such as teaching chairs of excellence, a scholars program to identify and nurture teachers, and a support program for black male students at risk of school failure.

(8) Tutor/mentor program students are matched with caring adults who tutor and/or serve mentors on a weekly basis.

(9) The ongoing efforts of the Research Triangle Science and Mathematics Partnership team professionals from the fields of science, math, engineering, health, and technology with teachers and students in the classroom.

(10) Wake County Communities in Schools, Incorporated (CIS) is a private, nonprofit agency organized to promote and facilitate the coordinated delivery of existing health, social, education, and other support services at educational sites for the benefit of youth and their families to help youth stay in school.

The Community Schools Program

The Community Schools Program opens up the system’s school buildings and grounds during nonschool hours for use by citizens of all ages for organized civic, educational, and recreational opportunities. Fees may be charged to each user to cover operating expenses and personnel costs.

Student Success
Measurements

The school system remained among North Carolina's best in 1999, boasting strong showings in most categories measured by the North Carolina State Board of Education-issued Report Card. The Report Card contains student performance, outcome, and attendance data for each of North Carolina’s 120 public school systems. In Wake County there were 4,437 graduates in 1999. Eighty-seven percent of the 1999 graduates planned to pursue higher education (sixty-three percent to four year colleges or universities; twenty-four percent to junior colleges, community colleges or trade schools).

The next two tables show the achievement levels for students as they progress from one grade level to the next. The achievement level score attempts to categorize student achievement according to four broad levels, referred to as levels 1 through 4.

• Level 1 - Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.
• Level 2 - Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area, and are minimally prepared to be successful at the next grade level.
• Level 3 - Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.
• Level 4 - Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.
  

As for attendance measures, Wake County's dropout rate for grades 7-12 decreased from 3.8 percent in 1995-96 to 2.6 percent in 1997 and 1998. The rate increased to 3.9% in 1998 when, uncer new rates, the definition of "dropout" was changed to include students who leave high school for community college GED or other programs. Even so, the dropout rate remains below that of comparable LEAs.

Scholastic Assessment Test (About the SAT I)

The College Board has recentered the score scale for students taking the SAT after April 1, 1996. Scores for the 1998 reporting cycle have been placed on the new SAT I scale. To permit comparisons with previous years, the College Board provided conversions of old scores to the new scale. Conversions were used in this document so comparisons of gains or losses are of "apples to apples." Scholastic Assessment Test scores for WCPSS students in 1998-99 rose for the fourth year in a row and third highest in state. The average score for WCPSS students increased by seven points in 1998-99. This compares with 1-point decrease for students around the country and a 4-point gain for the state. A comparison of WCPSS, NC, and the United States is shown below.

WCPSS average math scores increased 39 points in the last decade. Average verbal scores increased 26 points, while participation rates remained stable at or above the 75% mark. The WCPSS total score increase of 60 points over 10 years greatly exceeds both the national increase of 15 points and the NC increase of 38 points.

Approximately 77% of WCPSS high school seniors took the SAT in 1998-99. (Participation rate is calculated by dividing the number of students who took the SAT by the size of the 12th grade class.) Sixty-one percent of NC seniors and 43% of seniors across the country took the test. The average WCPSS student taking the test scored 26 points higher on the math test and 17 points higher on the verbal test than average student across the country. Listed below is a comparison of total USA, NC, and WCPSS scores from 1992-1999.

Student Assignment

The Office of Student Assignment is responsible for the implementation of the various school board policies relative to the assignment of students. These include the following areas:

• Base school assignments.
• Application and assignment process for magnet programs.
• Application and assignment process for year-round programs.
• Tuition students.
• Alternate school assignments.

Most of these play a role in the development of the annual student reassignment plan. This plan is necessary due to the opening of new schools, the over or under utilization of existing schools, the need for a review of the concentration of high need students in schools, and the provision of stability for existing families.

The Office of Student Assignment also gathers demographic data for all students in the district for input on the mainframe and prepares various reports needed by different agencies. Services provided to the community include the student assignment web site where parents can determine both the base and magnet/year round possibilities for their specific address.

Accountability Report

The Board of Education requested an accountability process be instituted to review the effectiveness of selected WCPSS programs. For each program, recommendations will be made about whether the programs should continue as is, be modified, be expanded, or be discontinued (with dollars reallocated). If the program is recommended for continuation, recommendations will also be made about ways the program can follow up with program modifications and continuing self-evaluation. Each program will be evaluated using similar criteria.

The performance assessment model shared in A Guide to Developing and Using Performance Measures In Results-Based Budgeting (Friedman, 1997) suggests that the primary focus be on program outcomes, with descriptive information on services provided to serve as context for the results. In keeping with this model, reviews will provide basic implementation information, a program description, counts of students and/or staff served, and services provided. The outcomes of the program will be the primary focus, as measured by:

• Program effectiveness in reaching major goals and/or objectives
• Student outcomes compared to those of similar students
• Program costs relative to benefits and similar programs
• Input form staff and those served about services provided, program strengths, and areas improvement

Student outcomes are the chief criteria for WCPSS accountability reviews. However, program outcomes for staff and parents will also be considered when appropriate. Programs will be evaluated using at least a one-year pre-post design, before and at the end of a specific year of service. In addition, some custom analyses will be used when feasible.

Program staff participate in the evaluation by identifying program goals, appropriate ways to measure goal attainment, services provided, and students and/or staff served. Program staff will also be involved in collecting data on effectiveness which are not available on the mainframe or in SIMS data files (e.g., report cards and elementary attendance).

Participating in the evaluation model will be a learning opportunity for program staff, enabling them to understand the evaluation process more fully and perhaps carry out their own evaluation more effectively or efficiently in the future.

Character Education

Wake County Public School System believes that good character is the most valuable asset a person can possess. Wake’s Character Education initiative was begun in 1993 and was developed in cooperation with parents, community representatives, principals, teachers, and students. That group identified and defined the eight traits that form the core of the initiative. The traits include courage, good judgment, integrity, kindness, perseverance, respect, responsibility, and self-discipline.

Rather than a program, Wake’s character education initiative is seen as a process – one that involves students, parents, staff, and the larger community in helping students become responsible, productive citizens.

School staff is challenged to "develop an integrated curriculum emphasizing the elements of character, promote a climate permeated with the culture of character, and provide opportunities to practice the habits of character at school and in the community."

The Character Education Community Involvement Committee is made up of parents, educators, and community representatives from business, congregations, and organizations such as 4-H, YMCA, and Raleigh Parks and Recreation. This group has the goal of mobilizing individuals and groups throughout Wake County "to teach, model, and affirm character development, resulting in a community committed to character."

In 1995 Wake’s Character Education initiative was honored with an award of excellence from the national Character Counts Coalition. In November of 1999 the initiative was featured by Secretary of Education, Richard Riley, on his national town meeting broadcast which targeted school systems across the nation. Wake County Public School System has also been one of five partners in a statewide effort that has received two federal grants for creating a replicable character education model.

Wake County Public School System is the only school district in the nation to receive the Schools of Charter Award from the Character Education Partnership in Washington, D.C. and the Center for the Advancement of Ethics and Character at Boston University. The award notification said, "Your programs stood out as truly exemplary and worthy of replication.

We highly commend you and your staff, students, families, and other members of the community for your efforts to develop caring schools that promote character along with academics. As an award winner, your district serves as a model of effective character education for other districts, both locally and nationally."

Technology

Providing comprehensive instructional technology is one of the four major strategies identified by the Wake County Boards of Education to reach its 2003 goal. Wake’s leaders believe that technology is a tool that when used appropriately improves students achievement, teacher effectiveness, and communication.

To manage and gain optimum utilization form the system’s technology dollars, the following components are being implemented:

• A teacher-developed plan for integrating technology into the curriculum.
• Ongoing comprehensive staff development programs for teachers and administrators.
• Technology-rich environments for all students (access to networked computers, peripherals, and instructional software that is aligned to the curriculum).
• Networking infrastructure that will connect classrooms, administration, and the Internet.
• Technical support to ensure that equipment is maintained and future purchases are well-planned.

The comprehensive technology plan is designed to advance teaching and learning. Students will work cooperatively, utilizing technology to create projects, access information, communicate with others, and make real-world connections to the curriculum. The technology initiative will enable Wake County schools to graduate students who are armed with the skills needed to succeed in the global information economy, whether the path leads to higher education or the working world.

Grants

The Wake County Public School System aggressively pursues funding from public and private resources through the Grants Administration Department. During 1998-99:

• Two hundred-forty proposals/applications were prepared and submitted to federal, state, and private funding sources including 8 collaborative proposals.
• The 1997 KPMB Peat Marwick Management Audit Repor tcited the Grants Administration office for:
• reaching the best practice benchmark in competitive grant generation,
• winning competitive grant funding at a rate significantly greater than comparable districts, and just slightly below the KPMG best practice, and
• securing 95% of funds for which proposals were made.
• In cooperation with the WCPSS Finance department, the Grants Administration office continued to implement the federal reporting system, the Personnel Activity Reporting System (PAR). The PAR System 1998-99 tracks federally funded positions, collects and reviews information about activities of 230 split- and fully-funded grant positions. It monitors federal employee time and effort as required by the Office of Management and Budget (OMB) Circular A-87. The PAR System, an unfunded mandate, has responsibilities, which are absorbed by existing staff resources.
• Continued work with School Grants Contact contributed to an increase in the development of school-based proposals: 126 plus 71 Creative Grants. Ongoing training occurred with 66 staff from 38 schools.
• The requested funding level awarded for entitlement and competitive projects was $50,542,438.

Child Nutrition

Child Nutrition Services provides food services to Wake County School students and staff. Each day an average of 8,000 elementary and middle school students eat breakfast at school and 38,500 elementary, middle and high school students eat a full lunch at school each day. Another 25,000 meal equivalents are purchased in a la carte sales.

In addition to providing breakfast and lunch to all students and staff, CNS also provides snacks for after school programs and meals for summer food services. CNS operates a Catering department that provides services for special events. Services of the catering department include sale of meals to central office staff, catering meetings for various departments, and catering events for educational agencies outside of WCPSS.

The Child Nutrition Services is a self-operating department within the school system. There are two sources of revenue: the federal government in the form of reimbursement for meals served to free and reduced students and customers for purchases. The annual operating budget is slightly greater than $22 million in 1999-2000. The Child Nutrition Department is a financially sound business within the WCPSS. There are a total of 550 people employed by Child Nutrition Services. The organization is comprised of 90 cafeteria managers responsible for the service of the 113 locations.

To improve efficiency and utilize manager skills, CN has combined the management of several schools. Sixteen cafeteria managers manage 41 schools at the present time. Child Nutrition averages 20 meals per hour of labor employed. There is an extensive vending program in both middle and high schools. The profit from the vending allows Child Nutrition to sell the student meals below cost.

Child Nutrition is responsible for maintaining and monitoring the Federal Free and Reduced Meal program. Students in Wake County schools are mailed an application prior to school opening to apply for this service. The Child Nutrition central office conducts the entire application process. Approximately 20,000 Wake County students qualify for either free or reduced meals.

Transportation

The Transportation Department of Wake County Public Schools is also experiencing the effects of our fast growing school system. The transportation department is coping with the rapid growth with a three tier bell schedule resulting in many buses transporting three runs per bus. Each bus has the potential of transporting 160 student riders twice daily. The district transports a student population of 51,000 twice daily on 692 buses. The buses travel 67,500 miles per day, which results in total yearly miles traveled of 12 million. The total annual operating budget of the department is $22 million.

Environmental
Management

Maintenance and
Operations

Facilities Planning
& Construction

Facilities Planning and Construction’s (FP&C’s) mission is to provide quality facilities that support education, on schedule and within budget for the Wake County community. This mission is broken into the following goals:

1. Provide each child with adaptive environments conductive to learning.
2. Reduce capacity deficit with permanent facilities.
3. Provide facilities that are safe, healthy, secure, efficient, durable, maintainable and aesthetically pleasing.
4. Upgrade existing facilities to create equity with new facilities.

This department works closely with stakeholders, principals and central office staff to assess Wake County Public School System’s capital improvement needs. These needs then receive priority rankings from all the major departments within the school system, based on the following factors:

1. Health and Safety
2. Crowding Relief
3. Instructional Improvements
4. Student Assignment
5. Site Conditions
6. Building Conditions

A building program and schedule are developed from these findings and presented to the Board of Education for approval. The Board then asks the Wake County Commissioners for appropriate funding.

School System Audit

The Wake County Board of Education commissioned an audit in 1996 at the recommendation of Superintendent Jim Surratt, who sought an objective analysis of central office organizational structure and function. Over the last four years, the school district has been the subject of a number of externally-initiated audits, studies and task force reviews, each concluding that the central office was neither overstaffed nor inefficient.

The KPMG audit - the most exhaustive study conducted on the district in its history - stated: "Our results showed that the organizational structure is intelligently designed; staffing is relatively lean; and good policies, procedures, and people are in place," state the report’s executive summary. "But regardless of what the numbers show, stakeholders are not satisfied with the results."

During the 1997-98 and 1998-99 budget years many of the KPMG recommendations have been implemented. Of the 193 recommendations and options presented in the KPMG Management Audit Report, twelve have been studied and considered not feasible. Of the remaining 181 recommendations, 67 or 37 percent have been completed, and 90 or 50 percent are currently in varying stages of completion. Some recommendations could not be implemented in 1997-98 or 1998-99 because funds were not approved. An additional eighteen recommendations will require future funding to implement and thus may never be implemented.

Educational
Benchmarking
Network

Wake County Public School System is participating in an educational benchmarking network with a number of other school systems of similar size and similar demographics to share and establish best practices in operating a school system. Focus areas, including assessing school performance, finance and operations, human resources, community relations, leadership/staff development, and curriculum and instruction, are being benchmarked to determine what, if any, improvements could benefit the operation of Wake County Public School System.

The group will collect, organize, and disseminate data among its members as well as provide a source for quick reference when the need arises.

Charter Schools

The General Assembly passed legislation in 1996 which created Charter Schools in North Carolina. A Charter School in North Carolina is a public school operated by a group of parents, teachers, and/or community members as a semi-autonomous school of choice within a school district, operating under a "charter" with the State Board of Education. The final approval on all charters will be granted by the State Board of Education. Charter Schools are designed to give significant autonomy to individual schools.

The state is reaching the legislative cap of 100 charter schools statewide. Wake County has 13 charter schools scheduled to be in operation for the 2000-2001 school year. Charter schools receive state and local funding based on the average per pupil allocation in the local education agency from which the student came.

In Wake County, there are 13 charter schools with a projected enrollment of over 2,200 students for the 2000-2001 school year.

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