Gifted Quality Education for Every Child

School Administrator, Nov, 1998 by Daniel A. Domenech

The 21st century is just around the corner. The challenges of the 21st century are here today.

Currently, AASA is undertaking a gravity-breaking study that will help us identify characteristics of school systems capable of preparing students for a global knowledge/information age. The industrial age is giving way to a very different future, and the students in our schools need to be ready.

I want to share with you how the board, staff and community have joined with me in Fairfax County, Va., where I serve as superintendent, to bring together a child-centered, results-oriented program that combines the best of research with a deep commitment to getting our children ready for a new century and a new millennium.

The program, which focuses on kindergarten through 2nd grade, is called "Success by Eight." While this program is just one part of our overall commitment as a school system, it does pay particular attention to the great opportunity we have to make a big, long-term difference by starting early. I want to emphasize that Success by Eight is committed to more than just higher expectations. A great deal of our energy will be devoted to helping children become successful in meeting those expectations by the time they celebrate their 8th birthday.

We have made a point to communicate the goals of Success by Eight and our communitywide excitement about it far and wide. We need to have everyone on board, cheering for successes and helping us when we need a boost. Everyone has a stake in helping our children become even more successful in school and in life. Our goals include:

* By the end of 2nd grade, children will have achieved reading and mathematics skills that will enable them to be ready for 3rd grade.

* By the end of 3rd grade, children will have the concepts, knowledge and skills necessary to pass the Virginia Standards of Learning exams.

Ultimately, we want to provide a gifted-quality education for every child in a setting appropriate to his or her needs. Here are some of the quality education practices we're combining to give substance and life to Success by Eight: active, hands-on learning; age- and individually appropriate curriculum and instruction; responsiveness to cultural and linguistic diversity; authentic assessment; flexible grouping; differentiated instruction; learning stations; opportunity for choice; meaningful and relevant curriculum; and a safe and supportive classroom environment.

There's more. We've opened the door for learning community options: multiage, multiyear or single grades. There are clear standards and benchmarks. The program is strengthened through school-based professional development; team teaching; even better family/school connections; full-day kindergarten; challenging, complex and connected curriculum; and quality, developmentally appropriate early childhood education practices.

If you decide to watch our progress, look for grade-level, self-contained structures to become more multiage with flexible grouping; assessment that will not only measure student progress but will also help us design a plan to meet the individual needs of students; units of instruction prepared and taught to match the wide range of abilities and needs of learners; and reallocated resources that will help us drive down effective class size and provide all-day kindergarten without a massive impact on facilities.

As a school superintendent, I am thrilled to know we are committed communitywide to preparing our students for an even more successful and significant future. Does it add to the pressure? It sure does. However, when a community is pushing and pulling and reasoning with you for the benefit of kids, that's the kind of pressure that can make a positive difference.