Community-wide Planning Session Stakeholder Conversations Welcome - - PowerPoint PPT Presentation
Grady Cluster Community-wide Planning Session Stakeholder Conversations Welcome and Introductions Angela Smith, Facilitator David White, Associate Superintendent Tim Guiney and Betsy Bockman, Principal Facilitators Cluster
Stakeholder Conversations
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Principals
Community Representatives
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Strategic Plan 2015-2020 Cluster Planning
Charter System Application (Operating Model)
Atlanta Public Schools Planning Work Streams
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Advisory Committees
Employee Feedback Student Feedback
Cluster Planning Teams Formal APS Community Meetings Charter System Advisory Committee
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David White Associate Superintendent
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Purpose
quality academics and focused programming exists across the district
Context
schools within a cluster and increase the levels of flexibility and autonomy from the district-level to the cluster and school levels.
community representatives.
within each cluster.
Charter System Application.
A website will publish minutes, dates, locations, and other information about the meetings
Doc Documented
Cluster Planning Team Meetings will be open to the public for
Op Open
Meetings will be respectful, collaborative, constructive and positive
Col Colla laborative
Cluster Planning Teams are made up of the principals from the cluster and community representatives.
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Angela Smith
The World Cafe´
The World Cafe´
paper and markers for participants to respond to each question)
The World Cafe´
The World Cafe´
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Strengths
Performance
all other clusters in 2013-2014.
involvement
Hope Hill
programs in Fine Arts, Foreign Language, Clubs, and Sports including vertical collaboration.
strongest performance and numerous recognitions.
and off-site.
Concerns
space, and capacity).
Verification
Grady
assessment and survey expectation
Grady Cluster Principals
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Data one-pagers for each cluster school provide a comprehensive data profile for each school.
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ARTS, AUDIO-VIDEO TECHNOLOGY & COMMUNICATIONS 17% SCIENCE, TECHNOLOGY, ENGINEERING& MATHEMATICS 12% AGRICULTURE, FOOD & NATURAL RESOURCES 8% LAW, PUBLIC SAFETY & SECURITY 7% BUSINESS, MANAGEMENT & ADMINISTRATION 7% INFORMATION TECHNOLOGY 7% HOSPITALITY & TOURISM 6% HEALTH SCIENCE 6% EDUCATION & TRAINING 5% MANUFACTURING 5% ARCHITECTURE & CONSTRUCTION 4% HUMAN SERVICES 4% FINANCE 3% MARKETING, SALES & SERVICE 3% TRANSPORTATION, DISTRIBUTION & LOGISTICS 3% GOVERNMENT & PUBLIC ADMINISTRATION 2%
Grady High School (9th – 10th Graders)
N=707
ARTS, AUDIO-VIDEO TECHNOLOGY & COMMUNICATIONS 19% SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS 15% BUSINESS, MANAGEMENT & ADMINISTRATION 8% AGRICULTURE, FOOD & NATURAL RESOURCES 8% EDUCATION & TRAINING 6% INFORMATION TECHNOLOGY 6% LAW, PUBLIC SAFETY & SECURITY 5% HOSPITALITY & TOURISM 5% ARCHITECTURE & CONSTRUCTION 4% HEALTH SCIENCE 4% MANUFACTURING 4% GOVERNMENT & PUBLIC ADMINISTRATION 4% TRANSPORTATION, DISTRIBUTION & LOGISTICS 3% MARKETING, SALES & SERVICE 3% HUMAN SERVICES 3% FINANCE 2%
Inman Middle School (7th to 8th Graders)
N=475
ARTS, AUDIO-VIDEO TECHNOLOGY & COMMUNICATIONS 18% SCIENCE, TECHNOLOGY, ENGINEERING& MATHEMATICS 14% AGRICULTURE, FOOD & NATURAL RESOURCES 8% BUSINESS, MANAGEMENT & ADMINISTRATION 7% INFORMATION TECHNOLOGY 7% LAW, PUBLIC SAFETY & SECURITY 6% EDUCATION & TRAINING 6% HOSPITALITY & TOURISM 6% HEALTH SCIENCE 5% MANUFACTURING 5% ARCHITECTURE & CONSTRUCTION 4% HUMAN SERVICES 4% TRANSPORTATION, DISTRIBUTION & LOGISTICS 3% MARKETING, SALES & SERVICE 3% FINANCE 3% GOVERNMENT & PUBLIC ADMINISTRATION 3%
Grady Cluster (7th to 10th Graders)
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Grady Cluster Career Interest Inventory Results Rank Comparison Inman Grady Cluster AGRICULTURE, FOOD & NATURAL RESOURCES 4* 3 3 ARCHITECTURE & CONSTRUCTION 8* 11* 11 ARTS, AUDIO-VIDEO TECHNOLOGY & COMMUNICATIONS 1 1 1 BUSINESS, MANAGEMENT & ADMINISTRATION 3 5 4 EDUCATION & TRAINING 4* 9 7 FINANCE 13 12 15 GOVERNMENT & PUBLIC ADMINISTRATION 9 14 16 HEALTH SCIENCE 8* 8 9 HOSPITALITY & TOURISM 7 7 8 HUMAN SERVICES 12 11* 12 INFORMATION TECHNOLOGY 5 6 5 LAW, PUBLIC SAFETY & SECURITY 6 4 6 MANUFACTURING 8* 10 10 MARKETING, SALES & SERVICE 11 13* 14 SCIENCE, TECHNOLOGY, ENGINEERING& MATHEMATICS 2 2 2 TRANSPORTATION, DISTRIBUTION & LOGISTICS 10 13* 13
Grady Cluster Career Interest Inventory Results Results Comparison
Inman Grady Cluster AGRICULTURE, FOOD & NATURAL RESOURCES 36 58 94 ARCHITECTURE & CONSTRUCTION 21 30 51 ARTS, AUDIO-VIDEO TECHNOLOGY & COMMUNICATIONS 90 123 213 BUSINESS, MANAGEMENT & ADMINISTRATION 37 48 85 EDUCATION & TRAINING 30 38 68 FINANCE 10 23 33 GOVERNMENT & PUBLIC ADMINISTRATION 18 13 31 HEALTH SCIENCE 21 39 60 HOSPITALITY & TOURISM 22 45 67 HUMAN SERVICES 12 30 42 INFORMATION TECHNOLOGY 30 47 77 LAW, PUBLIC SAFETY & SECURITY 25 49 74 MANUFACTURING 21 33 54 MARKETING, SALES & SERVICE 14 22 36 SCIENCE, TECHNOLOGY, ENGINEERING& MATHEMATICS 73 87 160 TRANSPORTATION, DISTRIBUTION & LOGISTICS 15 22 37 475 707 1182
rigorous instructional programs
prepare students for high school
and elective offerings (K - 12)
course offerings
Journalism, Biomedical Science & Engineering, Law & Investigations, Business & Entrepreneurship)
Languages, Fine Arts, and Advanced Course Pathways)
not be identified by “Academy” or “Pathway”
from all Pathways
Schools for 2015 – State School Superintendent Richard Woods named 609 Advanced Placement (AP) Honor Schools.
– AP Merit School – AP Humanities School – AP STEM School – AP STEM Achievement School
Learning approach designed to develop intellectual, personal, emotional and social skills that will enable students to live and work in a global society 33% College preparatory
enrollment and early college opportunities 25% A focus on integration of principals of science, technology, engineering and mathematics 21%
4% 4% 4% 3% 2% 2% 2%
Focus on Intellectual, Personal, Emotional and Social skills for Global Preparation Cluster Plan (IB) Overview – Summary
Elementary School The Primary Years Programme focuses on the development of the whole child as an inquirer, in the classroom and in the world
– WHOLE school program – Students learn collaboratively through IB units designed by the local school team. – Age appropriate instruction: students feel secure and their ideas are valued and respected. – Culminating 5th grade exhibition project. The Middle Years Programme’s (MYP) framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers. – WHOLE school program – Grades 6-10 – Requires a middle-high school partnership – Metacognition, structured inquiry and critical thinking are central to teaching in the school through units. – Learning is engaging, challenging, rigorous, relevant and significant. – 8th grade Community Project; 10th grade Personal Project.
The goal of the International Baccalaureate is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The Primary Years Programme (PYP), Middle Years Programme (MYP), IB Career related Certificate (IBCC) and Diploma Programme (DP) encourage students to become active, compassionate and life long learners who understand that other people, with their differences can also be right. Key elements include: ⁻ Inquiry-based instruction. ⁻ Students learn collaboratively ⁻ Rigorous student-centered approach ⁻ Students are required to reflect on their learning
The Middle Years Programme for ALL students in grades 9 and 10 continues the framework from middle school. The Diploma Programme (DP) for SELECTED students in grades 11 and 12 is an academically challenging and balanced programme of education culminating in two-year final examinations that prepares students for success in college and career. ⁻ Core concepts include extended essay, creativity, action, service, and theory of knowledge The IB Career-related Certificate for SELECTED students in grades 11 and 12 incorporates the vision and educational principles of the IB Programmes into a unique offering specifically designed for students who wish to engage in career-related learning. ⁻ Core concepts include at least two DP courses, creativity, action, service, reflective project and approved career-related study
Middle School High School
IB PROGRAM
Strengths Challenges Community Feedback
Framework supports the whole child Matches planning committee goals Foreign Language is mandatory Already exists at all levels in APS District level support Equal weight for college acceptance Equity & Access to program Oversight by IB Program Community survey indicates 33% in favor Vertical framework (ES - MS - HS) Not facility dependent Focus on whole child Critical thinking Character development Communication Project-based learning Collaboration IB Coordinator Learner profile that travels with student Inquiry-based Global perspective framework PD with a purpose Community projects Reflection (student/teacher) Flexibility to address unique population Rigid requirements (stated twice) Training for entire cluster = $$$ Possible disconnect for MYP (Two schools) APS has not implemented CP Funding after honeymoon is over Can Grady successfully offer AP & IB Constant change (Magnet, Learning Academies etc) Money shouldn't be part of strategic planning Time to implement Cost (stated three times) Inability to departmentalize (stated twice) Required training - time and money Can we offer the components without the IB program? Transiency If we choose this path will we lose the strength of AP program? Staff resistance can impede progress Requires a person to oversee the work Colleges consider IB Grady surrounded by IB clusters Surveys indicate 33% in favor of IB Do people like the "idea" of IB? If so, can we communicate a signature theme with IB characteristics? For additional information: www.ibo.org
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the Pipeline by increasing STEM activities such as:
facilitate more rigorous STEM based lessons.
and others for increased engineering challenge
at high school graduation and exit the pipeline as STEM professionals
– Discovery Education STEM Camp opportunities for 9th grade students (summer break- annually).
The goals of the STEM cluster concept are as follows:
increased student engagement
throughout core content by utilizing STEM lessons to increase student learning and engagement
formation for after school and summer enrichment programs in the area of STEM
Cola, Home Depot, & Georgia Power) and colleges (Georgia Tech & SCAD learning
– School-based robotics teams/clubs – Discovery Education STEM Camp
(summer break- annually) – Discovery 3M Young Scientist Challenge (December – annually)
students (summer break- annually).
development on STEM related instructional methodologies
collegiate schools such as Georgia Tech, Georgia State University.
– STEM career day – Ten80 Race Car challenge – Increased STEM Challenge Activities
Elementary School Middle School High School
STE(A)M
Strengths Challenges Community Feedback
Parent survey = 24% Focus that is used to drive decisions Strengthen Math and Science Prepares students for current job market Wealth of available resources Focus on whole child Cluster improvement needed in Math & Science More mainstream (existing community knowledge) Better opportunities for public/private partnerships Potential for Dual Enrollment Cost Time Teacher training requirements Facilities Restrictions Narrow focus Entire school staff must commit to training Arts may be overlooked Certification process is cumbersome Teacher retention District support (like IB/AP) Perception of job market demand for STEM Community doesn't want to be locked into a narrow focus Fear that STE(A)M focus would push out the communication/liberal arts programs For additional information: www.steamedu.com
based programs, internships, career pathways
Springboard and AVID
advanced learning opportunities in core content areas enabling them to participate in dual enrolment programs at the high school level.
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Potential Frameworks:
College Prep
Strengths Challenges Community Feedback
Parent survey = 25% Goals aligned with Common Core Curriculum Build and extend Grady's current AP offerings and successes Multiple opportunities through AP/Dual enrollment for students to earn free college credit Education Framework designed to challenge and extend the potential of each student Flexibility Fewer staffing challenges No prepackaged program- less rigid structural requirements Transient population w/ large number of students entering Inman/Grady outside of feeder pattern. Building on existing strengths Continued emphasis on strong academic
Preserve AP and Dual Enrollment
The World Cafe´
1. Alignment --- all schools have the same preparation for Inman (equitable programming at each school) and strengthen preparation for Grady at Inman a. Equitable offerings across the elementary schools b. Quality, standardized curriculum across the elementary schools 2. Assess all cluster facilities/demographic/enrollment and curricular offerings a. Look at facilities b. Look at enrollment c. Plan for cleaning up enrollment d. Look at matching facilities to course offerings 3. Wrap around services, early learning and cluster-wide partnerships (grouped 3-5) a. Have a person in charge of community partnerships (looking at student from birth to grad) b. Increase pre-k classrooms to 3 at Hope-Hill c. Mandatory full time counselor and social worker at each school d. Expand early learning opportunities and pre-school community outreach e. Increase cluster-wide partnerships between schools 4. Identifying/building upon existing successes a. Communications/journalism b. Theatre c. Need to identify exactly what these are 5. All solutions need to include options for all Grady students.
The World Cafe´
Angela Smith
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Date Activity
November 2014
Charter System December 2014
request for FY16 waivers needed for operation January 2015 – May 2015
January 2015 – June 2015
February 2015 – April 2015
January 2015 – June 2015
May 2015
June 2015
June 2015
After Submittal
to State Board of Education If Approved
Board of Education
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Commit to Innovation and Changing District Culture To innovate, Require Freedom from State Law, Policy and District Policy Freedom in Exchange for Increased Accountability Goals Distribution of substantial autonomy to school (LSGT)
System
Efficacy
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the Superintendent in:
principal or school leader for selection by the local board of education;
budget and the number and type of personnel, curriculum costs, supply costs, equipment costs and maintenance and operations costs;
Goals, including approval of the school improvement plan and oversight of its implementation; and
improvement goals.
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The GADOE defines these as the building blocks of High Quality Charter System School Governance as:
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LSGT composition reflects the diversity of the community Meets regularly and complies with Open Records and Open Meetings Laws LSGT focuses on governance and stays
Substantial autonomy from local district in designated areas Receives regular updates on academic
financial progress of the school Participates in regular governing council training each year
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Characteristics LSGT LSC PTA/PTO
Structure Voting Body Advisory Body Supporting Body Primary Purpose Set strategic direction and empower decision making at school level Advise and make recommendations to school leadership Support the School Required? Mandatory for charter systems Mandatory for traditional systems (replaced by LSGT in charter system) Optional Legal Status Legally a part of the district Legally a part of the district Legally distinct from district Membership Must have parents & community in majority Minimum requirements Requirements established by individual bodies
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Fulton
MS
community members
Floyd
community members
Marietta
teachers
school staff
community member
committees ad hoc
Benefits: More ideas, distribution
diversity of voices, more community buy-in and representation Cons: Rallying interest, too many cooks, can lengthen meetings Benefits: Cohesion may be easier to achieve, management of schedules, rallying interest Cons: Less knowledge when board turns over, less capacity for projects and committees, less representation
Larger LSGT Smaller LSGT
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LSGT Structure 9 voting members* (size may vary to 7 or 11) Principal is a nonvoting member 4 Parents elected by parents 3 Teachers elected by staff 2 Community members nominated by the principal 1 HS/MS student is a nonvoting member Principal and LSGT Chair collaborate on agenda setting 2 year terms with a maximum of 2 terms(following initial staggered terms of 1 and 2 yrs.)
The World Cafe´
The World Cafe´
LSGT Structure - Large LSGT Structure - Medium LSGT Structure - Small 11 Voting Members 9 Voting Members 7 Voting Members Principal - nonvoting member Principal - nonvoting member Principal - nonvoting member 5 Parents elected by parents 4 Parents elected by parents 3 Parents elected by parents 4 Teachers elected by staff 3 Teachers elected by staff 2 Teachers elected by staff 2 Community members nominated by the principal 2 Community members nominated by the principal 2 Community members nominated by the principal 1 HS/MS student - nonvoting member 1 HS/MS student - nonvoting member 1 HS/MS student - nonvoting member
LSGT Structure Agree Disagree Principal and LSGT Chair collaborate on agenda setting 2 year terms with a maximum of 2 terms(following initial staggered terms of 1 and 2 yrs.)
The World Cafe´
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Tuesday, February 10, 2015 Douglass Cluster Wednesday, February 11, 2015 Jackson Cluster Tuesday, February 24, 2015 Carver Cluster Tuesday, February 24, 2015 Washington Cluster Tuesday, March 3, 2015 Therrell Cluster Wednesday, March 4, 2015 Mays Cluster Monday, March 9, 2015 Grady Cluster
Monday, February 23, 2015 Thursday, March 19, 2015 Thursday, April 16, 2015 Thursday, May 21, 2015 Thursday, June 18, 2015 Center for Learning and Leadership (CLL Auditorium) 130 Trinity Avenue, SW, Atlanta, GA 30303 6:00 p.m. - 8:30 p.m. (All meetings are open to the public)
Additional Cluster Community Meetings to be held in April 2015
Tuesday, March 10, 2015* B.E.S.T./C.S.K.Y.W.L.A
*(rescheduled)
Wednesday, March 11, 2015* South Atlanta Cluster
*(rescheduled)
Thursday, March 12, 2015* North Atlanta Cluster
*(rescheduled)