Exploring Fulton as a Charter System Results of Community Input - - PowerPoint PPT Presentation

Exploring Fulton as a Charter System Results of Community Input

Board Worksession January 20, 2011

A five year contract between the school system and the state Describes specific operational and instructional innovations and waivers from state law that will be implemented Defines the common operational and instructional practices that will be in place for all schools Details the performance that will be improved

• ver the term of the contract

System Charter Description

System Charter Description

Defines the responsibilities of school principals, school governing boards, and the central administration in implementing plans to achieve performance improvements The Charter System remains under the control and management of the local Board of Education Waivers and innovations can be phased in over the 5-year charter period

System Charter Description

Current conversion charter schools may join the system charter if they wish Start-up charters are unaffected by the System Charter status

Why a Charter System?

State law now requires all school systems to convert to an IE2 contract, a system charter contract, or state that they are satisfied with the current structure by June 2013

Charter System Development Process

First semester 2010-11

Determined parameters from Board of Education

• Options that add cost will be considered very

cautiously

Held community forums with administrators, teachers and parents Held input sessions with student groups Created online forum for input on the website

Charter System Development Process

Purpose of today’s presentation

• Present input from the community to the Board of

Education

Next Steps

• Board determines whether and when to pursue

charter system status

Develop charter petition Hold public hearings on charter content Board votes on final charter petition Board submits to Georgia Board of Education by November 1, 2011* March 2012 – GABOE approves Charter System* August 2012 –Charter System begins for 2012-13 school year*

* Could move a year later and still meet state timelines

Possible Charter System Development Timelines

Exploration Phase - Accomplishments

Hosted seven community forums across the school system in late October and early November Over 90 Fulton system staff participated as facilitators, scribes, or in other supporting roles at forums Visited an additional four middle and four high schools to engage students Created dedicated website, used Twitter and Facebook to enhance electronic communication channels

• Actively engage with

Fulton’s parents, teachers, administrators, students, and the community

• Enlist FCS Staff in

process and outreach

• Utilize new channels to

build awareness

Exploration Phase

Accomplishments

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Seven Forum Locations Across Fulton

October 18th Johns Creek HS October 19th Westlake HS October 27th Roswell HS November 3rd Milton Center November 4th Creekside HS November 10th Tri-Cities HS November 11th Riverwood International Charter HS

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Selected locations

Over 900 Attended Community Meetings at Locations Across Fulton

120 135 102 88 67 35 21 68 55 75 34 92 32 17

20 40 60 80 100 120 140 160 180 200 10/18 Johns Creek 10/19 Westlake 10/27 Roswell 11/3 Independence 11/4 Creekside 11/10 Tri-Cities 11/11 Riverwood

Parents Staff

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Online Presence Enhanced Community Outreach

Launched Exploring Fulton as a Charter System Website with updated content in early November

• One-stop location for news and

updates

• Active online feedback option
• Links to related information

Received over 80 additional

• nline comments and questions

from the community

• Included in our report

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COMMUNITY FORUMS INITIAL FINDINGS

EXPLORING FULTON AS A CHARTER SYSTEM

Questions for Community Forums

Describe the ideal school for your student(s) in the areas of:

• Curriculum and instruction
• School culture
• Use of funds
• Hiring of teachers and administrators
• Monitoring results and accountability

Given the reality of current resources, which of these ideas do you think will most increase student achievement?

Prioritization of Input

COMMUNITY FORUM RECOMMENDATIONS SUPPORTED BY WAIVERS TO STATE LAW

Instruction that is Flexible, Relevant and Differentiated -general

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Differentiated teaching strategies and methods More autonomy in pacing, move on when ready More levels of instruction

Instruction that is Flexible, Relevant and Differentiated – Upper Grade Levels

On-line, web-based External, field experiences Flexible “seat time” in classes, summer, evening, after-school Student-selected, student- driven Hands-on, interactive, application versus theory, problem-based

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Expand foreign language Expand music Rigor and national standards

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Broader Curriculum Options - general

New ways to earn course credit Relevance between curriculum and classes Vocational, career, life skills Technology Advanced Placement/college-level Well-rounded, balanced with arts and athletics

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Broader Curriculum Options – upper grade levels

Student-driven Flexible sequencing Vertical alignment with colleges and businesses

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Broader Curriculum Options – Upper Grade Levels

Implement performance-based evaluation of teachers

• Student achievement, growth of students
• Not just test scores
• Student ratings
• Parent ratings

Personnel retention based upon performance, not years of service Remove ineffective teachers more easily Better support new teachers

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Teacher Performance

Moderate support for performance-based pay Some similar comments related to administrators and other staff

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Teacher Performance - Continued

Local School Flexibility

Hiring and surplus decisions based upon local school criteria and selection Staffing ratios “Buy positions” based upon school needs Flexible hours for certain positions based on school needs Input from teachers and parents in how funds are spent Cluster alignment

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School culture

Increased, mandatory parent involvement and accountability Allow required uniforms for students

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COMMUNITY FORUM RECOMMENDATIONS NOT REQUIRING WAIVERS TO STATE LAW

Assessment

Value-added, growth measures Local school flexibility on district assessments Portfolios More qualitative measures Product-driven demonstration of mastery Frequent, interim progress monitoring and reporting to parents Results to parents and students in a timely manner

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Technology

Online textbooks Use to deliver instruction Equitable More Integrated Updated

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Professional Development

Professionally-led by subject experts School-based For all staff Collaborative planning Continuous

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Class Size

Reduce class size

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School Calendar

Extended Balanced Year-round

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STUDENT DISCUSSION GROUPS INITIAL FINDINGS

EXPLORING FULTON AS A CHARTER SYSTEM

Student Discussion Groups - Overview

Over 70 representative 8th and 9th graders participated in eight facilitated groups in early December Two Fulton staff members experienced in focus group facilitation and analysis led the discussions

• Arthur Mills, Organizational Advancement
• Korynn Schooley, Assessment and Accountability

Included additional school clusters to those where forums were held

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Eight Student Group Locations

December 1st Milton HS December 2nd Renaissance MS Langston Hughes HS December 7th Hopewell MS December 8th McNair MS December 9th Banneker HS December 10th Centennial HS Holcomb Bridge MS

Selected clusters

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Student Discussion Groups - Format

An open discussion with the students centered on these questions:

• How do you feel you learn best?
• What makes you enjoy your school learning experience?
• What could be improved?
• Which topics that we discussed did you feel the strongest

about?

Each group discussion lasted about an hour

• One class period to reduce missed class-time

Local principals and staff selected a representative sample of students from their school

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A Good Teacher Makes the Difference “I learn best in interactive class settings with real-world relevant topics.”

“I feel the pace of work is often too fast.”

“I appreciate the high expectations and freedoms I’m provided by my teacher.”

“I want a good teacher.”

“I like when I can personally connect with my teacher and know they care.”

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How Did Students Define a Good Teacher?

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Delivers engaging instruction Effectively uses technology Aligns class pace with students’ needs Maintains a supportive and organized classroom culture

“I want a good teacher.”

Engaging Instruction

Students recognize which teaching methods positively impact their individual learning

• Interactive work with teams
• Hands-on projects and labs
• Experiential learning coupled with basic lecture

“Interactive studies and labs are very helpful, when you see what happens.“ “I remember everything she [my teacher] says because she got on the chair and did a chant…and then did a song with all the prepositions. It was corny, but helpful!”

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Effective Use of Technology

Students repeatedly mentioned a desire for more uses of technology to engage their class

• PowerPoint lectures and study aids
• Smartboards – especially in Math classes
• Outside learning materials that connect lessons to the

real world

“It depends on the teacher…some [teachers] are more original than

• thers”

“It’s almost a reward to write on the Smartboard so when you get to write you remember what you’re doing”

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Class Pace Aligned with Students’ Needs

Students consistently communicated frustration with class schedules, the pace of units, and a perception of overall inflexibility

• Desire more consistent feedback on progress
• Often would find more time to review concepts helpful

“Sometimes classes go too fast and we don’t get a chance to really understand what’s going on.” “Sometimes they [the teachers] go too fast to try and get something in for the curriculum.”

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Students want to know their teacher genuinely cares about their learning Maintaining a conducive learning environment was also a common theme

• Strong desire exists for more fair and consistent

discipline

“In some classes, it feels like the teachers don’t control the

• classroom. Some of the students don’t care to learn, so it disrupts

the class.” “I used to have a class where our teacher constantly reminded us about how important our education is and so when we did well we feel really accomplished. He had expectations of us.”

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Supportive and Organized Classroom Culture

Student Discussion Groups - Observations

Consistent themes emerged across middle and high schools in all areas. Students were highly interactive, opinionated, and very self-aware. Students were open to flexible and creative methods that enhance their learning. It was clear the students appreciated their voices had a chance to be heard.

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AREAS OF CONCERN FROM COMMUNITY MEETINGS AND ONLINE COMMENTS

EXPLORING FULTON AS A CHARTER SYSTEM

Implications for teacher jobs

• Confusion with “restructuring”
• Mistaken assumption that all would need to reapply

for their positions

Implications for school themes and choice

• Mistaken assumption that schools would need to

differentiate from each other

• Concern that attendance zones would be eliminated

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Areas of Concern

Complexity and risk of local school governance councils

• Who?
• How?
• When?
• What?
• Training?
• Oversight?

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Areas of Concern - Continued

Administrative costs to implement a charter system

• Training
• Development, review, approval, monitoring,

accountability for system and schools

Potential for added costs due to new initiatives Assurance that charter system initiatives have a research-based alignment with student achievement

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Areas of Concern Emerging in Online Comments

RECOGNITION OF CENTRAL STAFF AND LOCAL SCHOOLS

EXPLORING FULTON AS A CHARTER SYSTEM

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Anderson, Carice Fasan, Florence LaForge, John C Scott, Vickie P Anderson, Linda D Gaddy, Richard M Long, June Seda, Pamela Barger, Amy P Gamble, Jackquline Lott, Woody Shaffer, Emmett G Beaverson, Barbara Gayles, Pamela L Maggert, Constance R Simpson, Lynn P Bellcross, Wayne Gillette, Daniel W Matthews, Christopher Stansberry, Celeste Bennett, Tishangi Gore, Montreal McKie, Wayne Stephens, Karol Blanton, Brenda M Greenlee, Marisa Meadows, Lynne P Stowell, Laura Bonner, Monique Greenway, Martha Medlock, Annulet Taylor, Samuel E Booth, Jessica L Guillory, Patricia H Miller, Tawana D Toller, Allison Box, Leonard F Gunter, Doryiane Mills, Arthur Wade, Ronnie Burke, Patrick Hale, Susan Moody, Janet Brown Washington, Eulonda H Carey, Douglas P Ham, R. Sam Morales, Robert Waters, Alyssia Cason, Randall A Harness, Terry G Moran, Iris J Watlington, Terry Clements, Joseph A Hart, Shannon Moss, Sherrie M White, Catherine Clemons, Cheryl Raiford Helton, David Muma, Mark Woody, Mitzi Cranford, Haywood C Holly, Russell R Munn, Tom Yarbrough, Kathleen A Dell, Joseph S Hopkins, Kelly Pass, Donna Yerich, James Dereef, Marvin Hughes, Jeffery E Peek, Michael H Young, Angela Dorenkamp, Susan J Ingraham, Deana Pettes, Dorothy A Young, Lance Dove, Joshua Ivey, Jessie M Politis, Kathy Dunn, Timothy A Jaffe, Debbie Pruitt-Annisette, Brenda Dallas, Marilyn Ellis, Gary M Jean, Yvette Rice, Daryl Nichols, Natasha N Ellison, Daphne, P Johnson, Patty Rice, Lydia Phillips, Tameria Erickson, Judie Knotts, David J Rumbaugh, Will Erickson, Nancy B Krause, Amy Schooley, Korynn

Special Thanks – Central Office Staff

Special Thanks – Local School Hosts

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Johns Creek HS Creekside HS Buck Greene, Principal Kevin Robinson, Principal Mike Ilnseher, Assistant Principal Constance Morman, Parent Liaison Westlake HS Tri-Cities HS Byron White, Principal Dan Sims, Principal Kisha Howard, Assistant Principal Audrey Williams, Assistant Roswell HS Riverwood HS Ed Spurka, Principal Ed Echols, Principal "Coach" James Coyle, Assistant Principal Kari Schrock, Assistant Principal Independence HS at Milton Center Tabatha Taylor, Principal Gary Fox, Head Custodian

Special Thanks – Local School Hosts

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Milton HS McNair MS

Cliff Jones, Principal Paul Brown, Principal Brandi Terrell, Assistant Principal

Renaissance MS

Maureen Wheeler, Principal

Banneker HS

Christian Harden, Assistant Principal Will Bradley, Principal Kwame Carr, Assistant Principal

Langston Hughes HS

Michael Robinson, Principal

Centennial HS

Tomeka Crum, Assistant Steve Miletto, Principal Jennifer Cassidy, Assistant Principal

Hopewell MS

Bill Thompson, Principal

Holcomb Bridge MS

Joy Schroerlucke, Principal