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Governing Board and Superintendent Archive

Superintendent Vernon E. Jacobs

2002-2006 - A 32-year veteran of Glendale Union, Vernon E. Jacobs has experience in almost every administrative position in the district. In addition to two district office positions as Associate and Assistant Superintendent, Jacobs has been an administrator in four of the district's schools. During his tenure, Jacobs has chaired numerous district-wide committees involving staff, parents and the community.

As Associate Superintendent, Jacobs has expanded Curriculum and Instruction Unit services to include assignment of a coordinator to facilitate integration of technology standards into curricular areas. He has been the catalyst for developing a new district website. Under Jacobs' leadership, major work has been done on redesigning the district's mathematics curriculum to align with AIMS. This year, he spearheaded a highly successful all-school effort to encourage students to take the state-mandated tests and to do well on them. Jacobs has been successful in opening articulation among GUHSD's feeder elementary districts and has facilitated cooperation among all three districts' teachers to align elementary and high school curricula. Additionally, he has bolstered the district's efforts in providing top-quality staff development opportunities for staff.

Much of Jacobs' work has been interfacing with external agencies such as the Arizona Department of Education, North Central Association, colleges and universities and the Arizona School Administrators organization. He recently co-presented a workshop on the district's learning system at the National Association of Secondary School Principals national conference. Inside the GUHSD, Jacobs has worked directly with principals, assistant principals and teachers on a variety of issues, maintaining open communication and facilitating cooperative efforts on behalf of students.

As Assistant Superintendent for Operations and Personnel from 1992-2000, Jacobs was responsible for overseeing personnel, professional growth, staff development and employee relations. He was instrumental in developing the highly successful GUHSD teacher mentor program that offers one-on-one mentoring for first-through third-year teachers. He was chief facilitator for district bond and override elections and managed bond construction, athletics and discipline/attendance. He served as professional negotiations chairperson and has continued to do so through the present.

Jacobs began his new duties July 1, 2002.

Superintendent Vernon Jacobs unveiled his 'Vision for Learning' as he began his superintendency in 2002.

	All students will learn The district believes that ALL students can learn when given the opportunity.

All students will behave		All students will participate
	All students will be  • in class  • on time  • prepared  • respectful		Our goal is to have 100% of our students involved in an extracurricular activity where they are part of the community mission.

The Community has Suffered a Great Loss with the Death of Governing Board member Bill Stout

April 2005 - The district is sad to announce the passing of long-time governing board member and friend Bill Stout. Mr. Stout passed away on April 7, 2005 after a valiant battle with cancer.

Bill Stout was a member of the GUHSD Governing Board for the past 24 years, having been first elected in 1981. He continued to be an active and highly contributing member of the Board until his death. As Governing Board member, Stout was known for his support of teachers and staff and was a key force in promoting career education curricula for students. Mr. Stout actively participated in school events, including the Thunderbird Relay for Life to benefit the American Cancer Society.

Mr. Stout is survived by his wife Donna and two adult children.

Stout was a key figure in the Glendale community and was largely responsible for the passage of the district system for city elections. He served as a delegate to the 2000 Democratic National Presidential Convention and was active in local and state Democratic party politics. He recently retired as Maricopa County Constable for the Glendale Justice Precinct.

We will truly miss Bill Stout for his caring attitude, his wisdom, common sense and his ability to bring people together for a common cause. The results of his influence and his love of children and education will continue to be felt by all of us who knew him and were touched by him.

Honoring Richard Stapley

December 2004 - Richard Stapley has served 32 years on the Governing Board of the Glendale Union High School District. With seven of his own children graduating from one of the district's high schools, Stapley has taken a personal interest in student achievement.

GUHSD superintendents, past and present honor, governing board member Richard Stapley by speaking at the event. L to R: Retired superintendents, Jim Kieffer and Dr. Gerald George; Richard Stapley and current superintendent Vernon Jacobs.

The district received national recognition for its system of curriculum, assessment and instruction which was developed in his tenure. Additionally, Mr. Stapley was part of several successful bond and override elections. Several innovative employee benefits such as affordable child care, fitness center memberships, performance pay and additional incentives for long-term employees have been instituted. Additionally, a highly successful teacher mentor program for first through third-year teachers has continued to flourish.

Mr. Stapley was awarded with the ASPRA*tions Award in 2000 as well as the Award of Excellence for Contributions to Education in 2002. Mr. Stapley is a retired educator and businessman who is active in his church and community. He has served as a model of congeniality among members of the governing board and remains well-versed on issues affecting education and the district.

Family, friends, fellow board members, district retirees and current GUHSD staff were invited to a reception in recognition of the three decades Mr. Stapley has served the district and the community as a Glendale Union governing board member.

Pictures, some dating back to the beginning of his tenure in 1973, were displayed at the event alongside messages written by district staff thanking Stapley for his years of support.

GUHSD Board Calls for Election

December 2004 - At the December 1st governing board meeting, co-chairs of the district's Citizens Committee reported to the governing board that the committee found unanimous community support for an override election. Their recommendation to call for RENEWAL of override funding is the responsible action to take.

The Governing Board acted on the recommendation from the Citizens Committee to hold an election. The election will be May 17, 2005.

GUHSD Citizen Committee co-chairs are: Don DeBusk, Rick Fields and Janet Miller.

Citizen Advisory Committee Recommendations

Maintenance and Operation Board Override Recommendations

Letter from the Superintendent - 4/26/04

As superintendent of the Glendale Union High School District, I support Governor Janet Napolitano's proposal for a statewide full-day kindergarten program.

My responsibility is to oversee the education of students, grades 9 through 12, in nine public high schools and two alternative schools located in Glendale and Phoenix. I am sure that there are those who would wonder why a high school superintendent would become involved in pushing for such legislation. What could it possibly mean for us?

Let me assure you that high school educators believe that early childhood education and intervention strategies are critical for the future success of students as they progress through the grades. Children must already have a solid foundation of life experiences and knowledge of the basics of reading, math and writing at the onset of formal schooling in the first grade. Without this foundation, young children are doomed to be perpetually 'behind' in their academic growth and will have reduced self-esteem that will carry into the secondary and adult years.

Research shows that most full-day kindergarten students demonstrate higher academic and social achievement than half-day kindergarten students. Full-day kindergarten programs that are appropriate for kindergarten age children have been found to provide cognitive, social, physical and emotional benefits for children. Half of the nation's kindergartners are in full-day programs.

The results of an evaluation study on full-day versus half-day comparison in oral language development, early mathematics concepts and emergent literacy skills all indicated significant differences in favor of full-day kindergarten. The analysis of pre- and post-test ratings of children's behaviors indicate that full-day kindergarten tends to improve students' behaviors. Several studies have found that children who attended a full-day program displayed more positive behavior in the classroom, including being more involved in learning experiences, showing original thought and engaging more in independent learning and self-initiated play.

Our high schools have several programs in place to address academic problems of our incoming freshmen, more than half of which are seriously below grade level in reading. However, it is extremely difficult for middle school and high school teachers to accomplish the necessary three-plus years' growth in reading ability for students who are only with them for a year or two. When these older students cannot read at grade level and are still struggling to keep up with their studies, there is a much greater chance that these young people will drop out of school at the first legal opportunity (age 16).

A strong beginning for our kindergarten children will lead to more responsible and productive adults in the future. Our state and nation need the best we can produce. That means supporting our children from the beginning. Let's not be "penny-wise and pound-foolish." Please support the Governor's proposal to fund all-day kindergarten and urge your legislators to do the same. Let's give all of our children a chance to succeed.
 

Letter from the Superintendent - 2/12/04

Dear Parents and Guardians:

This year, the state-mandated Arizona's Instrument to Measure Standards (AIMS) test will be given statewide to high school sophomores, as well as to juniors and seniors (grades 10, 11 and 12) who have not yet passed. Passing the AIMS is now required for graduation beginning with our current sophomores, the graduating class of 2006. Students will be given five opportunities to pass the test prior to graduation.

Our teachers and administrators have been working diligently for several years to prepare your children for this very important test. We feel confident that our curriculum is well aligned with the content requirements tested on AIMS.

AIMS measures student abilities and knowledge in the three academic areas of Reading, Writing and Mathematics.

• AIMS Reading will be administered on Tuesday, February 24.
• AIMS Writing will be administered on Wednesday, February 25.
• AIMS Mathematics will be given on Thursday, April 22.

It is most crucial that your son or daughter attend school on these dates and do his or her best on the test.

We believe our students will continue to do well in demonstrating mastery of the state curriculum standards. We are pleased to report that all nine of our high schools have been labeled as "performing" or above by the Arizona Department of Education's AZ LEARNS program. In addition, Glendale Union High School District schools have met the federal requirements for Adequate Yearly Progress as defined by No Child Left Behind legislation. We know that with your added help and encouragement, your child will be successful on AIMS and meet the state requirements for graduation.

The Glendale Union High School District is committed to the success of each student in our care, and we will continue to work with you to help your child become a productive and participating member of our community.

If you have any questions or comments regarding AIMS or student achievement, please contact your school principal or me.

Sincerely,

Vernon Jacobs
Superintendent
 

Steering Children in the Right Direction -- Reading Begins at Home
By Vernon Jacobs, Superintendent

Fall 2003 - One of our main goals in the Glendale Union High School District this year is to improve the reading skills of our students. Each of our high schools is concentrating on at least one program to succeed in this area. Our goal for Driving Success in reading will be accomplished through continuation of our staff development of teachers for reading in all subject areas, targeting of students needing specific help, and implementation of research-proven techniques for reading instruction.

A recent nationwide study of reading in grades 4,8 and 12 found that the12th-grade average score in 2002 was lower than it was a decade ago. The National Assessment of Educational Progress, Report Card: Reading 2002 , noted that scores for fourth and eighth grade students were not significantly different from 1992. Although the study did not address
the reasons for this phenomenon, one can draw many conclusions. The most prominent would be a lack of sufficient emphasis on reading at all grade levels.

Yes, schools have much to do to make significant improvements in reading and comprehension skills. But parents and parents-to-be in our community can help greatly by preparing children for success in reading long before they first enter the school yard.

Reading is like any skill; it requires practice. The more children read, the better readers they will become. Beginning at a very young age, children benefit from hearing books read aloud. The key is to select books of high interest and to set aside time each day for reading aloud. As children get older, they should continue to listen to stories read aloud, read books to others, read by themselves, and talk about what they read. Reading fluency develops over time, but it is a skill that requires frequent practice. A variety of books, both fiction and nonfiction, should be available and children should be given the opportunity to choose their own reading materials. Even grown-ups can enjoy storytime and the joy of reading. Parents should demonstrate their own interest in reading and thus serve as role models for their children.

Remember that parental involvement is the single most important factor for a child's success in school. I encourage you to start early to introduce your children to reading and continue to promote reading throughout their high school years. We will be here to fine-tune their skills for success in adult life.
   

Students benefit from elementary and high school teaming
Teachers meet to align curricula
by Superintendent Vernon Jacobs

Over the past few years, Glendale Union High School District has been working with our two 'feeder' elementary districts to more closely align our curricula and develop mutual goals for student learning.

Our curriculum coordinators and teachers have been meeting with teachers from Washington and Glendale elementary districts with a focus on reading, writing and mathematics. Results of our work will be to prepare elementary students in the content areas so that they will make a smooth transition to the demands of high school.

Last year, extensive discussions were held to address the language arts. This tri-district articulation has met with positive feedback from teachers and administrators. So far this year, we have held several workshops and sharing sessions among the three districts.

Highlights include sharing success of summer programs; training in Reciprocal Teaching strategies to teach reading; an all-day workshop on reading and discussions on mathematics program implementation. In past summers, elementary and high school teachers have joined to grade student work and to follow rubrics, or a set of standards for which students must demonstrate proficiency in order to be deemed successful.

The three districts are beginning the process of aligning curriculum for mathematics for grades 4 - 9. Several workshops are planned for mathematics. Additionally, we are beginning work in the areas of social studies and science. Physical fitness testing standards have been discussed, and work has begun on applying for a math-science partnership grant.

GUHSD's summer algebra program for incoming freshmen has been a great success. Recently elementary teachers joined our faculty for this program. As a result, more than 1000 students annually will enter high school prepared to be successful in high school mathematics.

The result of collaboration among the three school districts will be an aligned curriculum that allows elementary students to move on to high school with the necessary set of skills for success. This set of skills will be part of a long range plan to expand upon student learnings in a sequential manner without interruption or gaps in the process.

We believe that this tri-district effort over the past few years has been a major factor in the success of all of our high schools meeting or exceeding state standards as reported in the Arizona Department of Education's School Profiles.

The time taken for formal sharing and collaborative efforts among our school districts is well spent. We all share pride in doing what is best for our students.
   

Letter from the Superintendent - 11/02

Dear Parents and Community Members:

We as a school district are working hard to motivate students to learn and to guide them on their paths to successful futures.

We need your help.

It has often been said, "Parents are the first teachers." This is as true for high school students as it is for pre-schoolers. The National Parent Teacher Association offers useful tips on their website, www.pta.org.

• Talk with your child.
• Set high but realistic expectations.
• Build your child's self-esteem and confidence.
• Keep your child healthy.
• Keep your child safe.
• Support learning at home.
• Communicate with your child's school.
• Encourage exploration and discovery.
• Help your child develop good relationships.
• Participate in community service.

Although parents are ultimately responsible for their children's future successes, there is much that all of us can do. We can encourage students to learn more outside of the school day through structured learning activities.

Families especially need to re-examine how their children spend their time and re-evaluate their priorities. While extracurricular activities are of major importance in the development of good leadership and interpersonal skills, a healthy balance of time spent on outside activities versus homework or class preparation needs to be met. Students who must work should limit the number of work hours to 20 hours per week.

In reality, young people want to be inspired and want to do well. Schools and parents need to convey consistently high expectations.

Teachers and parents can support each other's goals and help students achieve more. The simple act of making sure that their children's homework is done communicates to children that parents believe education is important.

When the whole community is involved in student education, good things happen. Community involvement is not just financial support, but support for cultural events, science and career fairs.

Please call your local school and volunteer to help. Volunteers can gain as much as they give when they work in the schools. You keep growing when you volunteer, and students receive validation that they are important.