Strategic Plan Update: Academic Program Board of Education Meeting - - PowerPoint PPT Presentation

Strategic Plan Update: Academic Program

Board of Education Meeting

October 7, 2019

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Agenda

• Purpose
• Provide an update on the strategic initiatives, which

are aligned to the strategic goal, Academic Program

• Roadmap
• Academic Performance
• Strategic Initiatives
• Strategic Support
• Administration’s Summary
• The strategic initiatives, which are aligned to the

strategic goal, Academic Program, continue to have an impact on student achievement

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Th The str trategy map il illu lustrates how th the str trategic ic goals ls, , objec jectiv ives, and outcomes ali lign with ith our r miss issio ion and visio vision.

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Goal l 1: : Academic ic Program has six six prim rimary ry strategic ic in init itia iativ ives.

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Goal 1: Academic Program

Strategic Objectives

Deliver a rigorous standards-based instructional program Invest in holistic development of the diverse APS student body

• Positive Behavior Strategies
• Early Learning (PreK)
• Georgia Standards of Excellence
• Signature Programming
• College and Career Readiness
• School Turnaround

Strategic Initiatives

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Academic Performance

Approxi ximately 85% of f PreK students fell in in or r above th the Spring Developmental Range on Phonological Awareness Lit iteracy Scr creening (P (PALS), , Spring 2019.

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Phonological Awareness Literacy Screening (PALS) - PreK

PreK students’ average spring score exceeded the Expected Spring Goal of f 498 on th the STAR Early Lit iteracy Assessment.

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STAR Early Literacy – PreK Average Scaled Scores

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In In 20 2019, AP APS ac achieved its its hig ighest rates of f proficiency on th the Geo eorgia Mil ilestones si since th the Geo eorgia Department of f Educatio ion (GaDOE) fir first im implemented th the program.

Milestones

• APS posted year-over-year gains in the percentage of students

scoring proficient and above on 21 of 24 (88%) End-of-Grade and End-of-Course assessments, compared to 75% of the tests in 2018

• Eighty percent (80%) of APS schools achieved increases in the

percentage of students scoring proficient and above on End-of- Grade assessments

• Seventy-six percent (76%) of APS schools achieved increases in

the percentage of grade 9-12 students scoring proficient and above on End-of-Course assessments

• All 17 APS schools that received targeted or partnership support

as part of the initial cohort of the APS Turnaround Strategy have improved their Milestones proficiency rates since 2016

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IB Exams Taken & Passed (Score of 4 or Higher)

The number of International Baccalaureate (IB) tests taken and passed continues to increase.

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The number of f Advanced Pla lacement (AP (AP) tests taken and passed continues to in increase.

Advanced Placement Tests Taken & Passed (Score of 3, 4 or 5)

2019 data as of 9/24/2019; scores are delayed / pending for up to 14 tests.

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While APS’s 2019 graduating class average total SAT score of 944 is lo lower than in in the past, , it it is is the result of f gr greatly in increased SAT T access.

1335 1343 1332 1364 992 997 944 1452 1445 1450 1459 1040 1054 1048 1498 1497 1490 1484 1044 1049 1039

2013 2014 2015 2016 2017 2018 2019

APS Georgia* Nation*

Average Cumulative SAT Scores, Graduating Cohort 2013-2019

Redesigned Version

*Public school students # Tested 1,227 1,075 1,118 1,040 1,129 1,382 2,265 % Tested 68% 61% 53% 46% 48% 57% 90%

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APS’s 2018 graduating class had an average composite ACT score of f 18.7, a slig light decline fr from 2017.

16.6 17.5 18.2 17.7 17.6 17.4 18 18.6 18.3 18.2 17.7 18.1 19.3 18.7 18.6 18.3 18.7 19.6 19 19 17.9 18.4 19.4 18.7 18.7

6 12 18 24 30 36

ENGLISH MATHEMATICS READING SCIENCE COMPOSITE

2014 2015 2016 2017 2018

Average ACT Subject-Area & Composite Scores 2014-2018

APS achieved a 77.9 percent graduation rate for 2019, an 18.8 percentage point in increase sin ince 2014, but a 2.0 percentage point decline fr from th the all ll-time hig igh in in 2018.

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College Enrollment

51% 53% 60% 62% SY15 SY16 SY17 SY18

Seamless College Enrollment

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430 653 602 596 100 200 300 400 500 600 700 SY16 SY17 SY18 SY19

Dual Enrollment Participation

Scholarships Awarded ($)

2016 2017 2018 2019 $120M $142M $147M

1,077 Students $12.5 Million

AP APS has as inc increased th the number of

• f stu

tudents se seamlessly enroll llin ing in in a a post- se secondary ry ins instit itutio ion; ; however, dual l enrollm lment par articip ipatio ion dropped slig slightly ly in in 20 2019

• 19. The se

senio ior cla lass of

• f 20

2019 19 ear arned more sc scholarship ip doll llars th than an any previous se senio ior clas lass.

$161M

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Last t year, th the total number of f CT CTAE Pathway Completers in increased to 1097, representing a 1.3 .3% in increase fr from th the previous year.

CTAE Pathway Completers

977 1056 1083 1097 900 950 1000 1050 1100 1150 2016 2017 2018 2019

*SY19 totals are internal calculations and are still being verified.

Th The number of f 12th

th graders passing an EOPA to ea

earn an in industry ry cr credential in increased fr from SY17 to SY18.

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179 127 249 301

50 100 150 200 250 300 350

SY15 SY16 SY17 SY18*

12th Graders Passing an End-of-Pathway Assessment

*In 2018, CCRPI changed from reporting number of graduates passing an EOPA to number of 12th graders

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St Students enrolle lled in in th the Atl tlanta Co Colle llege and Ca Career Academy (A (ACC CCA) ) have earn rned Technic ical l Ce Cert rtif ific icates of f Co Comple letio ion (T (TCC CC) ) and dual l enrollm llment credit its. ACCA - Technical Certificates of Completion

• Nineteen (19) Awarded in 2019
• Infant Toddler Childcare Specialist – 3
• Automotive Chassis Technician – 1
• Shampoo Assistant – 6
• CISCO Network Specialist – 6
• Design Media Production Specialist – 3

Dual enrollment credits in core classes were also earned

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Strategic In Init itiatives Positive Behavior Strategies Early Learning (PreK) Signature Programming College & Career Readiness GA Standards of Excellence School Turnaround

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Positive Behavior Strategies

Posit itive Behavior Strategies – 2018-19 Key Accomplishments

• Social Emotional Learning (SEL)
• Provided extensive Adult SEL trainings and support

aimed at increasing the SEL competencies

• Delivered Restorative Practices modules adapted for

practical use in the school environment

• Supported schools with SEL implementation strategies

through the calibration of Definition of Teaching Excellence and instructional support including trainings, coaching, Positive Behavioral Interventions and Supports (PBIS) action planning, & feedback

• Implemented requirements and received district No Place

for Hate designation for Year 4

• Facilitated the student training/student club activities for

the Sandy Hook Promise “See Something, Say Something” Program in collaboration with other depts

• Selected as One of 14 Most Innovative SEL Districts by

Move this World Organization

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Positive Behavior Strategies – 2019-20 Areas of f Focus

• SEL
• Increase student and adult exposure to practices that

improve wellness, mindfulness, and restorative practices through the setup of school centers that focus on training and usage of these techniques, collaboration with Human Resources that center on adult wellness, and continued Restorative Practices training in collaboration with the Office of Safety and Security (over 600 staff members trained to date)

• Improve SEL services and programming to middle and

high schools by collaborating with schools and other departments to increase student voice and culturally responsive programming

• Improve academic integration of SEL throughout the

instructional day by building capacity of school level leaders and staff

• Showcase the work of our schools at the Collaborative for

Academic, Social, and Emotional Learning (CASEL) Cross District Initiative Conference

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Posit itive Behavior Strategies – 2018-19 Key Accomplishments

• Wrap-Around Supports
• Coordinated efforts to address Human Trafficking in the Atlanta area
• Secured $250,000 grant from Fulton County Government Youth Services

Department to aid schools in their efforts to improve Culture and Climate and Attendance

• Maintained Cluster Resource Guides and continued partnerships with Mercy

Care, Atlanta Assistance League, Purposity, and Mental Health Providers

• Partnered with Vision to Learn to pre-screen over 14,800 elementary students

and provide over 2,900 prescriptions for eyeglasses since the 17-18 SY.

• Offered 20/20 Onsite Vision screenings at the MS & HS levels
• Piloted Telehealth initiative at Fickett ES to expand health services options
• Expanded Children’s Hospital of Atlanta (CHOA) asthma van support to 10

schools in the Therrell and Douglass Clusters schools

• Established a partnership with Emory University to precept nursing students;

APS will be the first public school district in Georgia that has this type of partnership with a leading higher education partner

Posit itive Behavior Strategies – 2019-20 Areas of f Focus

• Wrap-Around Supports
• Continue our collaboration with Chris180 and At Promise

Center to provide supports in the Washington Cluster, Douglass Cluster & Forrest Hills Academy, including trauma- informed care trainings, behavior and discipline supports, therapeutic and outreach staff at schools

• Collaborate with the approved seven mental health partners

to best support schools and clusters they serve

• Strengthen the partnership with Mercy Care that will provide

schools with an Outreach and Enrollment Specialist who will enable student linkage to healthcare

• Increase the capacity of educators to implement positive

behavioral strategies and supports through professional learning, coaching, and problem-solving meetings

• Expand support to families through Purposity and growing

community partnerships

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Over the la last 4 years, , there has been an in increased focus

• n attendance; rates remain

ined fla lat from 2018 to 2019.

An ADA rate of 90% means the average student missed one out of every 10 days. The district’s ADA rate has decreased from 93.5% in SY2016 to 92.9% in SY2019.

To support improved student attendance, the district is implementing the following:

• Successfully rolling out a new district-wide attendance initiative Every Student,

Every Day

• Encouraging each school to identify a team to assist with developing further

strategies to improve attendance

• Revising the attendance protocol to include the provision of supports to students

16 and older who have attendance concerns

• Providing training to principals, AP’s, and registration staff on SY 2019 attendance

protocol

• Building the capacity of school teams to effectively implement attendance

processes and procedures

• Promoting attendance awareness during the month of September (National

Attendance Awareness Month) and throughout the 19-20 SY to help highlight the importance of daily and on-time attendance

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Early Learning (PreK)

1 2 2 2 2 2 2 2 2 2 1 3 2 2 2 1 2 1 1 2 2 1 1 1 1 1 1 1 2 2 2 1 2 1 2 1 1 4

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There are 64 64 GA PreK cla lassrooms serving child ildren in in APS.

North Atlanta (8): Jackson (2), Bolton (2), E. Rivers (2), Garden Hills (2) Grady (2): Hope-Hill (2) Jackson (14): WELA (3), BaMO (1), BPA (2), Parkside (2), Benteen (2), Drew (4) South Atlanta (5): Hutchinson (1), Heritage (1), Humphries (1), Cleveland (1), Dobbs (1) Carver (8): Finch (2), Perkerson(1), Gideons(1), Slater (2), Thomasville Heights (2) Washington (5): Hollis (2), Jones (2), TAG (1) Douglass (10): Boyd (2), Usher (2), FL Stanton (1), Scott (2), Harper-Archer (2), Woodson Park (1) Mays (6): Miles (2), Peyton Forest(2), Cascade (1), Beecher Hills (1) Therrell (6): Kimberly (1), Deerwood (2), Continental Colony (2), Fickett (1)

OEL Managed - 54 OEL Managed/Partner School - 1 Partner/Charter Managed - 9

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APS S has exp xperie ienced consi sistent progress in in the number of fil ille led PreK se seats with ith curr rrent enrollm llment rate of f 99%.

School Year APS Seats Filled by ~Day 15 % of Capacity Enrolled Partner/Charter Seats Filled by ~Day 15^

2014-2015 774 86.19% 69

(Drew Charter)

2015-2016 884 94.44% 89

(Drew Charter)

2016-2017 966 88.79% 105

(Drew, Thomasville Heights)

2017-2018 1042 93.54% 151

(Drew, Thomasville Heights, Slater)

2018-2019 1053 93.18% 174

(Drew, Thomasville Heights, Slater)

2019-2020 1115 99.02%

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(Drew, Thomasville Heights, Slater, KIPP Woodson Park)

NOTE: Enrollment & Capacity figures do not contain students with Special Education status serviced through Department of Special Education

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Early Learning (P (PreK)– 2018-19 Key Accomplishments

• Continued to reduce PreK vacancies across the district
• Partnered with SEL team and Behavior Specialists to develop a

comprehensive plan and aligned professional learning

• Provided professional learning focused on early brain development and

learning for PreK and K-3 teachers, school leaders, and CLL staff

• Expanded partnerships with Public Broadcasting Atlanta and PNC Bank;

continued collaboration with Alliance Theater and Fernbank

• Facilitated two cohorts of Early Learning Education Ambassadors in

partnership with Georgia Early Education Alliance for Ready Students (GEEARS), for a total of 115 early learning advocates

• Hosted Douglass Cluster Swarm, first ever PreK-12 engagement/

recruitment event encouraging school readiness

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Th The PAACT (Promis ise All ll Atla lanta Child ildren Th Thriv ive) help lps se set the visio vision and str trategy for r earl rly lea learnin ing across th the city ity.

• This report emerged from the Atlanta Early Education Leadership council

convened by Stephanie Blank and GEEARS; included key stakeholders from early education, business, philanthropic, medical communities, as well as

• Dr. Meria J. Carstarphen, Board Chair Jason Esteves, and Mayor Keisha

Lance Bottom.

• There are 8 key recommendations related to new early learning

scholarships, expanded ‘learning spaces’, school transition efforts, city- wide messaging, health and wellness and more.

• APS is already expanding school transition programming and supports. (Rec. #3)
• We are also supporting GEEARS’ work to launch an Early Childhood Education

Leadership Institute. The first cohort, including several APS school leaders, will launch in September. (Rec. #4)

• APS has also already implemented several of the formal structures for ECE
• engagement. (Rec. #7)
• Efforts are on-going to fund all the recommendations. GEEARS is also

working to hire a PAACT Director to convene, facilitate, and support these efforts.

• Continue focus on building internal quality

through enhanced coaching, partnerships, wrap- around supports, and a focus on data

• Strengthen existing partnerships, including YMCA,

Whitefoord Inc., Sheltering Arms, and more.

• Launch Dual Language Immersion Pre-K programs

at two school sites

• Pilot unified enrollment system, in partnership

with the YMCA

• Continue to build support and gather resources for

PAACT recommendations, and implement APS- related recommendations with fidelity

• Deepen school transition efforts, including

strengthening Kindergarten Round Up and creating intentional school-provider pairs

• Support launch of ECE Leadership Institute
• Finalize and implement PreK-3 plan, working with

key schools to pilot alignment

Early Learning (P (PreK) – 2019-2020 Areas of f Focus

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Georgia Standards of Excellence

Georgia Standards of f Excellence– 2018-19 Key Accomplishments

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• Created a comprehensive PreK-12 literacy plan,

which outlined specific systems, structures, and supports that are needed to ensure coherence and consistency in implementing high-quality balanced literacy program

• Provided advanced training to teachers to deepen

their knowledge of the Orton-Gillingham approach to literacy

• Strengthened the implementation of Wilson

FUNdations in our Title-I schools by rendering onsite training and coaching for K-3 teachers

• Provided extended learning opportunities for gifted

and highly motivated learners that included the expansion of Xanadu, year-long capstone projects, and non-traditional classroom experiences in partnership with LAB Atlanta

Georgia Standards of f Excellence– 2018-19 Key Accomplishments

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• Designed new summer enrichment program, Level-Up, which grants

students access to high school math courses while in middle school.

• Supported the continued implementation of the blended-learning

model to address students’ learning gaps in Algebra-I and Geometry.

• Launched the implementation of the academic systems framework

as a means of building the instructional capacity of site-based leadership teams.

• Continued focus on formative assessments embedded within the units
• f study by defining clear and specific learning targets and developing

associated assessments.

Georgia Standards of f Excellence– 2019-20 Areas of f Focus

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• Strengthen the implementation of the district’s

academic system framework by providing high-quality curricular resources, programming, and cycles of support that promotes a robust instructional program

• Support strategic implementation of the PreK-12

Literacy Plan attending to effective practices at each grade band

• Facilitate the development of elementary teachers on

the Orton-Gillingham Approach to support standards-based reading instruction of foundational skills

• Continue the authentic integration of social

emotional learning into the district’s curricular framework

• Increase targeted collaboration with Early Learning to

articulate a clear PreK-3 alignment strategy to ensure a coherent PreK-3 pathway

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Signature Programming

Clusters Jackson Mays North Atlanta Therrell Clusters BEST/CSK Douglass South Atlanta Washington Clusters Carver Grady

APS has th three dis istinct sig ignature programs across th the nin ine clu lusters and sin ingle-gender schools.

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Alt lthough the sig ignature programs are dif ifferent, they do have some common elements.

• 21st century skills
• Accelerated coursework
• Business & community

engagement

• Career awareness & exposure
• College-level courses
• CTAE pathways
• Fine arts emphasis
• Inquiry-based learning
• Interdisciplinary teaching
• Media, information &

communication technology

• Real-world content
• Rigorous coursework
• Social emotional learning
• Strong science & math offerings
• Student reflection
• Student-centered
• Teacher training
• Technology

innovation/integration

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• Focus on Core

Subjects (3Rs)

• 21st Century Learning

Themes

• Information Media &

Technology Skills

• Learning and

Innovative Skills (5Cs)

• Focus on Advanced

Learning

• Options for Dual

Enrollment

• Life & Career Skills
• Work-based Learning
• School-wide PreK-

10th

• IB Authorization

Process

• IB Program Evaluation

Process

• IB Learner Profile
• International

Mindedness

• Concept-based Units
• Approaches To

Learning Multilingualism

• Global Contexts
• Action/Service
• STEM Certification

Process

• GADOE STEM

Framework

• Science and Math

Focus

• Project-based

Learning

• Teacher

Endorsements

• Student Internships
• Technology

Integration

• Stem-related

Competitions

Sig ignature Programming – Program Uniqueness

CCR STEM IB

CCR Sig ignature Program: School Im Implementation Status

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Beginning (0 School) Intermediate (0 Schools) Advanced (10 Schools)

• Carver EC HS
• Finch ES
• Grady HS
• Hope Hill ES
• Inman MS
• Mary Lin ES
• Morningside ES
• Perkerson ES
• Springdale Park ES
• Sylvan MS

IB IB Sig ignature Program: School l Im Imple lementation Status

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Consideration (3 Programs) Candidate School (16 Programs) Authorized School (21 Programs)

• Kimberly ES- PYP
• Mays HS- DP
• Obama ES- PYP
• Benteen ES- PYP
• Burgess-Peterson Academy ES- PYP
• Cascade ES- PYP
• Continental Colony ES- PYP
• Dunbar ES- PYP
• Fickett ES- PYP
• Mays HS- CP
• Mays HS- MYP
• Miles ES- PYP
• Parkside ES- PYP
• Peyton Forest ES- PYP
• Therrell HS- DP
• Therrell HS- MYP
• Toomer ES- PYP
• West Manor ES- PYP
• Young MS- MYP
• Atlanta Neighborhood MS- MYP (2019)
• Beecher Hills ES- PYP (2011)
• Bolton Academy ES- PYP (2010)
• Brandon ES- PYP (2007)
• Bunche MS- MYP (2019)
• Deerwood Academy ES- PYP (2010)
• Garden Hills ES- PYP (2006)
• Jackson ES- PYP (2007)
• Jackson HS- DP (2013)
• Jackson HS- CP (2017)
• Jackson HS- MYP (2019)
• King MS- MYP (2019)
• North Atlanta HS- DP (1982)
• North Atlanta HS- CP (2017)
• North Atlanta HS- MYP (2008)
• Rivers ES- PYP (2007)
• Smith ES- PYP (2006)
• Sutton MS- MYP (2008)
• Therrell HS- CP (2019)
• Wesley International MS- MYP (2012)
• Wesley International ES- PYP (2012)

STEM Sig ignature Program: School Im Imple lementation Status

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Intense Planning (0 Schools) Early Implementation (10 Schools) Implementation (11 Schools)

• BEST Single Gender 6-12
• Boyd ES
• Dobbs ES
• Douglas HS
• F.L. Stanton
• Harper-Archer ES
• Heritage ES
• Humphries ES
• Lewis MS
• Long MS
• Brown MS
• Cleveland Avenue ES
• CSKYWLA Single Gender 6-12
• Hollis Academy PK-8
• Hutchinson ES
• Jones ES
• Scott ES
• South Atlanta HS
• Tuskegee ES
• Usher-Collier ES
• Washington HS

Sig ignature Programming – 2018-19 Key Accomplishments

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• Provided professional learning on instructional strategies

aligned to College/Career Readiness, IB, and STEM

• Expanded summer offerings through PowerUp
• Awarded two grants ($25,000 each) to support STEM

education initiatives

• Two (2) programs earned STEM certification and 1

program earned STEAM certification

• Eleven (11) APS students earned Associate Degrees from

AMSC in May 2019

• Five (5) programs were authorized as IB World Schools

Sig ignature Programming – 2019-20 Key Areas of f Focus

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• Build capacity of school leaders through

PLCs and site visits

• Continue to provide targeted professional

learning and supports/resources aligned to each signature program

• Secure appropriate business and

community support fostering involvement at schools

• Continue to educate community

stakeholders on signature programs

• Support schools as they prepare for

certification or evaluation visits

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College & Career Readiness

Coll llege & Career Readiness – 2018-2019 Key Accomplishments

• Increased the number of students

taking AP and IB exams

• Increased the number of CTAE pathway completers
• Increased the number of students (from 18 to 42)

advancing to national or international competitive events

• Provided work-based learning experiences that generated

$494,151 in wages

• Increased enrollment from 143 to 150 (4.9% increase) at

the Atlanta College and Career Academy (ACCA)

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• Implement recruitment efforts for Phase II of ACCA
• Increase the number of pathway completers and

industry recognizable credential or Technical Certificate

• f Completion (TCC) recipients
• Collaborate with the College Board and National Math

and Science Initiative to expand Advanced Placement (AP) course offerings and build teacher capacity

• Continue to offer the district-wide SAT Day

Coll llege & Career Readiness – 2019-20 Key Areas of f Focus

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School Turnaround

This is year, th the Sc School l Turn rnaround St Strategy contin inues in investments in in tar argeted le level sch schools ls an and in incr creases coll

• llaboration with

ith par artners to

• im

improve

• u
• ur sch

schools ls most in in need (in (inclu ludin ing so some beyond in initia itial l tu turn rnaround focus).

Partnership Schools

• Thomasville Heights
• Gideons
• Slater
• Woodson Park
• Price
• Carver HS

Foundational Level (All Schools) Intensive Level (8 Schools) Targeted Level (8 Schools) Usher Collier Barack & Michelle Obama FL Stanton Kimberly Perkerson TAG Hutchinson Long All Schools Boyd Finch Hollis Innovation Scott Harper Archer ES Young John Lewis Invictus Douglass HS

Relay TNTP

• South Atlanta Cluster
• Scott
• Harper Archer ES
• Fickett
• Continental Colony
• Deerwood
• Bunche
• Boyd
• BAMO
• Parkside
• John Lewis Invictus
• FL Stanton
• Harper Archer ES

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Targeted tie tiered sc schools ls receiv ived all llocatio ions to su support th the im imple lementatio ion of f requir ired str trategie ies in intended to fu fulfil lfill l th three buckets of su support.

Total Allocation Per School = $680,723

1 Reading Specialist - $102,052 1 Math Specialist - $102,052 Curricular Resources - $20,000

$224,104

Wraparound FTE - $100,619 Communities in Schools - $86,000

$186,619

Extended Learning Funds

$270,000

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Sc Schools ls who are desig signated for r in intensiv ive le level l su support receiv ived fu funds to su support addit itio ional l wraparound perso sonnel. l.

Total Allocation = $100,619

Wraparound FTE

Aft fter 3 fu full ll year ars of f im imple lementatio ion, all all targeted & par artnership ips sc schools ls have inc increased profici iciency on Mil ilestones sinc since 2016.

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All 17 APS schools that received targeted or partnership support as part of the initial cohort of the APS Turnaround Strategy have improved their Milestones proficiency rates since 2016. Three schools showed double-digit increases in percentage of students scoring proficient or above.

Note: Scores are averaged across grades and subjects

School Turnaround – 2019-20 Areas of f Focus

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• Enhance communications with

schools related to school turnaround eligibility and exit criteria; including funding implications

• Plan how to scaffold or phase-out

turnaround supports as schools begin to show improvement

• Continue to support schools with

turnaround implementation with targeted support for implementation of academic systems framework

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Strategic Support

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Strategic support is provided across all of the key initiatives through our focus on academic systems

Positive Behavior Strategies Early Learning (PreK) Signature Programming College & Career Readiness GA Standards of Excellence School Turnaround

Academic Systems

Schools & Academics 2019-20 Goal

To build the capacity of school-based leadership teams to support teachers in implementing effective instructional planning and data-driven instructional practices to enhance teacher efficacy and increase students’ ownership

• f their learning.

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The highlighted levers of the Academic System Framework are the focus of our FY20 Goal.

What are the key levers?

Data-Driven Instruction Instructional Planning Coaching

What does the work look like?

• Teachers conduct daily student

work/data analysis and a min.

• f 90 minutes of re-

teach/week

• Coaches and SLTs analyze and

use data trends weekly to inform coaching, PL, PLCs, etc.

• Internalize units (identify key

concepts, mis- conceptions, develop exemplar student work, etc.) every 4-6 weeks and lessons weekly (via PLCs

• r coaching)
• Strategic Lever (PLC)
• Capacity Lever (Individual)
• Content-specific feedback
• Looking at student work/re-

teach plans

• Lesson internalization/ co-

planning

• Feedback aligned to PLC action

steps

What are the key levers?

Professional Learning

What does the work look like?

• PLCs: Meet weekly for 90+ minutes
• PL: Regular grade/ department PL sessions driven by data trends

What needs to be in place to support the work?

3 4 2 1

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Strategic Staffing: Clear teacher-leader, Coach, AP and Principal roles that maximize instructional impact Curriculum: Rigorous curricular resources (unit plans, lesson plans, tasks, texts, etc.) that meet EQuIP/IMET standards School Leadership Teams: Weekly 90+ minute meetings to review student and teacher data Data Systems: Data systems and technology that provide teachers and SLT with actionable data School Schedules: Schedules that allow teachers in the same grade and content teams to meet weekly for PLCs Staff & Student Culture: Culture rooted in clear expectations and excellent talent rooted APS’ definition of excellence

• Responsive Learning Community
• Pacing
• Physical Space

Culture of Learning

• Students doing Heavy Lifting
• Requires Evidence
• Facilitates Discussions

Academic Ownership

• Objectives
• Instructional Materials & Methods

Essential Content

• Assess & Intervene
• Create Opportunities to

Demonstrate Learning

Demonstration

• f

Learning

• Relationships
• Individualized Learning
• Core Competencies

Social Emotional Learning

The Definitions of f Exce cellence are key in in acc ccomplishing our FY20 Goal.

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• Instructional Vision
• Instructional Planning
• Instructional Knowledge & Expertise
• Helpful Feedback
• Data Use
• Targeted Professional Learning

Lead Academics

• Define Success
• Set a Path
• Invest in each Student

Build Culture

• Hire
• Develop
• Retain

Develop Talent

• Align Systems/Resources
• Assess Systems

Manage Operations

• Establish Vision
• Model Core Competencies
• Creates Conditions for Systemic

Growth

Social Emotional Learning Definition of Leadership Excellence Definition of Teaching Excellence

St Strategic ic Su Support provi vided by y th the dis istric ict is is alig aligned to sc school l le level l an annual l im improvement pla lans th that ar are grounded in in data.

Data Review

Principals, GO Teams and School Leadership Teams work together to review school data and current plan progress

Priorities & SMART Goals

Based on the data and the existing strategic plan, principals and GO Teams confirm or craft two priorities and aligned SMART Goals for next year

Strategies

Principals and School Leadership Teams identify or confirm strategies.

Budget Formulation & Approval

Principals and GO Teams discuss & approve the School Budget for next fiscal year

August – October October – December December – January January – February

Data Review

Principals and School Leadership Teams review the latest data

Priorities & SMART Goals

Principals and School Leadership Teams confirm the Priorities & SMART Goals

Strategies & Actions

Principals and School Leadership Teams fully build

• ut their annual plan

Plan Implementation

Schools implement their annual plans

June June – July July – August August

Th The path th to im improve teaching and le learning has been a fiv ive-year jo journey.

2015

• Instructional

Practices

• Units of Study

2016-17

• Instructional

Practices

• High Leverage

Questions

• Units of Study
• Benchmark

Assessments 2017-18

• Units of Study
• Benchmark

Assessments

• Definitions of

Teaching & Leadership Excellence

• Helpful

Feedback 2018-19

• Units of Study
• Benchmark

Assessments

• Calibration -

Definition of Teaching & Excellence

• Helpful

Feedback

• Strengthening

Academic System 59 2019-20

• Units of Study
• Benchmark

Assessments

• Implementation -

Definition of Teaching & Excellence

• Helpful

Feedback

• Strengthening

Academic System

• PreK-12

Literacy Plan

• K-5 ELA Curricular

Resources & Assessment

60

61

Appendix

CCR Program Phasing 2019-2020

62

Beginning Intermediate Advanced (10 Schools)

• Investigate the instructional

delivery and organizational structure of P21 and where applicable implement components of the model

• Budget for CCR supports and

resources

• Develop a College Career

Readiness (CCR) culture in schools (e.g. college zones/centers)

• Site-based CCR training begins

with administrators and support personnel

• Explore options to offer

accelerated learning (e.g. training, scheduling)

• Provide students with college

and career exposure

• Schools continue to implement

components of the P21 Instructional Framework

• Continued budgeting for CCR

supports and resources (Program Specialist and 21st Century Learning space, etc.)

• Development and

Implementation of Individual P21 Road Maps

• Professional Learning for

Instructional staff on P21 strategies

• Interdisciplinary collaboration of

teachers

• Provide students with additional

college and career awareness, exploration and cultural experiences/activities

• Full implementation of all

components of the P21 Instructional Framework

• On-going professional Learning in

concentrated areas

• Well established College and

Career Readiness culture in the schools

• Continued interdisciplinary

collaboration of teachers

• Participation in College and

Career Readiness activities

• Provide students specific college

and career awareness, exploration and cultural experiences/activities

• May submit application to P21 to

be considered a “P21 Exemplar school”

Carv rver Cluster: : Coll llege & Career Sig ignature Program Phasing

63

Sch chool FY1 Y16 FY1 Y17 FY1 Y18 FY1 Y19 FY2 Y20 FY2 Y21 FY2 Y22

Fi Finch Per erkerson Syl ylvan Carv Carver Ear arly ly Co Colle lege

College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I

Sch chool FY1 Y16 FY1 Y17 FY1 Y18 FY1 Y19 FY2 Y20 FY2 Y21 FY2 Y22

Ho Hope Hil Hill Mar ary Lin Lin Spr Springdale Park ark Mor

• rningsid

ide Inm Inman Gr Grady

College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Ph Phase II Advanced Ph Phase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I College & & Career Re Ready Int ntermediate Phas hase II Advanced Phas hase III Beginning Phas hase I

Grady Cluster: : College & Career Sig ignature Program Phasing

64

IB IB Program Phasing 2019-2020

65 Consideration (3 Programs) Candidate School (16 Programs) Authorized School (21 Programs)

• Investigate implications of and plan

for IB budgeting, instructional delivery and organizational structure

• Principal and IB Coordinator attend

required International Baccalaureate Training

• Site-based IB training begins
• Parent education is initiated
• School develops IB implementation

action plan

• School applies for candidacy
• Schools begin implementation of the

IB Standards and Practices

• Implements IB action plan
• Instructional staff attends required

IB trainings

• Schools conduct IB school visits
• On-going site-based training

continues

• IB approaches to teaching and

learning strategies are implemented

• Conceptual units are developed and

implemented

• Parent education continues
• Schools work with an IB consultant

for a minimum of 20 hours of support

• School applies for authorization
• IB verification visit occurs
• IB notifies schools whether they are

authorized as IB World Schools

• Schools continue to implement the

IB Standards and Practices

• Implements IB action plan
• On-going IB-provided and site-based

training continues

• Parent education continues
• IB approaches to teaching and

learning strategies are implemented

• Conceptual units are developed,

revised and implemented

• Students complete summative

project (Exhibition-5; Community Project- 8; Personal Project- 10; Extended Essay/CAS- 12)

• Schools complete a self-study

involving school staff, students and parents every 5 years

• Schools receive a visit from an IB

Evaluation Team every 5 years

Ja Jackson Clu luster: IB IB Sig ignature Program Phasing

School/Program FY 16 FY 17 FY18 FY19 FY20 FY21 FY22

Jackson CP Jackson DP Jackson MYP King MYP Benteen PYP Burgess-Peterson PYP Obama PYP Dunbar PYP Parkside PYP Toomer PYP Atlanta Neighborhood Charter MYP Wesley Charter MYP Wesley Charter PYP

66

Authorized World School Candidate School Authorized World School Candidate School Authorized World School Candidate School Authorized World School Candidate School Authorized World School Candidate School Authorized World School Candidate School Authorized World School Authorized World School Candidate School Consideration Consideration Consideration Consideration Consideration Consideration Consideration Consideration Candidate School Authorized World School Authorized World School Candidate School Authorized World School Consideration Candidate School Authorized World School Consideration

Mays Clu luster: IB IB Sig ignature Program Phasing

School/Program FY16 FY17 FY18 FY19 FY20 FY21 FY22 Mays CP Mays DP Mays MYP Young MYP Beecher Hills PYP Cascade PYP Miles PYP Peyton Forest PYP West Manor PYP

67

Candidate Sc School Auth thorized World Sc School Consi sideration Auth thorized World Sc School Candidate Sc School

Aut uthor

• rized

ed Worl World Schoo chool

Consi sideration Candidate Sc School Auth thorized World Sc School Consi sideration Candidate Sc School

Aut uthor

• rized

ed Worl World Schoo chool

Consi sideration Candidate Sc School

Aut uthor

• rized

ed Worl World Schoo chool

Consi sideration Candidate Sc School

Autho horized ed Wo World d Scho hool

• l

Consi sideration Candidate Sc School Auth thorized World Sc School Consi sideration Candidate Sc School Auth thorized World Sc School Consi sideration

North Atla lanta Clu luster: IB IB Sig ignature Program Phasing

School/Program FY16 FY17 FY18 FY19 FY20 FY21 FY22 North Atlanta CP North Atlanta DP North Atlanta MYP Sutton MYP Bolton PYP Brandon PYP

• E. Rivers PYP

Garden Hills PYP Jackson PYP Smith PYP

68

Auth thorized World Sc School Candidate Sc School Auth thorized World Sc School Consi sideration Auth thorized World Sc School Auth thorized World Sc School Auth thorized World Sc School Auth thorized World Sc School Auth thorized World Sc School Auth thorized World Sc School Auth thorized World Sc School Auth thorized World Sc School

Therrell ll Clu luster: IB IB Sig ignature Program Phasing

School/Program FY16 FY17 FY18 FY19 FY20 FY21 FY22 Therrell CP Therrell DP Therrell MYP Bunche MYP Continental Colony PYP Deerwood PYP Fickett PYP Kimberly PYP

69

Authorized World School Candidate School Authorized World School Consideration Candidate School Consideration Authorized World School Candidate School Authorized World School Consideration Candidate School Authorized World School Consideration Candidate School Authorized World School Consideration

Consideration

Candidate School Authorized World School

Candidate School Authorized World School Consideration

STEM Program Phasing 2018-2019

70 Intense Planning (0 Schools) Early Implementation (10 Schools) Implementation (11 Schools)

• Establish STEM vision and culture
• ptions
• Develop STEM Implementation

Plan

• STEM Team and principal meet

monthly

• STEM team meets bi-weekly to

execute implementation plan

• Team visits at least two certified

STEM schools

• Full staff is engaged in STEM

planning and discussions at least monthly

• Provide STEM-related professional

learning

• Identify business and community

partners

• Conduct STEM challenges at least

twice per semester

• Create a STEM Lab

Continue practices established in Phase 1 and include the following:

• Teachers collaboratively create

inter-disciplinary project-based learning (PBL) units

• Engage business and community

partners participate in the development of PBLs

• Conduct interdisciplinary PBL units

at least once per semester (more teacher driven)

• Implement STEM curriculum in

Specials, Connections, and CTAE courses

• Integrate the use of the STEM lab
• Conduct STEM challenges monthly
• Establish student enrollment

criteria (MS/HS)

• Integrate field experiences with

PBLs

• Track progress indicators for

accountability Continue practices established in Phases 1 and 2 and include the following:

• Recruit and enroll students into

the STEM program (MS/HS)

• Conduct interdisciplinary PBL units

at least twice per semester (more student driven)

• Implement PBLs in core content

areas (ongoing)

• Students participate in district,

local, state and national competitions (e.g. science fair)

• Students participate in internships

and/or capstone projects (HS only)

• Apply for STEM certification

Sin ingle-Gender Sch chools: STEM Sig ignature Program Phasin ing

Program FY16 FY17 FY18 FY19 FY20 FY21 FY22 BEST Academy CSKYWLA

Early Implementation Intense Planning Intense Planning Early Implementation

STEM Certified (AdvancEd)

Implementation

71

Douglass Clu luster: STEM Sig ignature Program Phasing

Program FY16 FY17 FY18 FY19 FY20 FY21 FY22 Boyd ES Harper-Archer ES Scott ES Usher Collier ES Lewis Invictus MS Douglass HS

Early Implementation Intense Planning Intense Planning Intense Planning Early Implementation Early Implementation Implementation

Implementation

Implementation

72

Implementation

Early Implementation Intense Planning Early Implementation Early Implementation School Not Open School Not Open

South Atla lanta Clu luster: STEM Sig ignature Program Phasin ing

Program FY16 FY17 FY18 FY19 FY20 FY21 FY22 Cleveland Ave ES Dobbs ES Heritage Academy Humphries ES Hutchinson ES Long MS South Atlanta HS

Early Implementation Intense Planning Implementation Early Implementation Intense Planning Early Implementation Intense Planning Early Implementation Intense Planning Early Implementation Intense Planning Early Implementation Intense Planning

STEM Certified (AdvancEd)

Early Implementation Intense Planning Implementation

Implementation

Implementation Implementation

Implementation

73

Washin ington Clu luster: STEM Sig ignature Program Phasing

Program FY 16 FY17 FY18 FY19 FY20 FY21 FY22 Hollis Innovation Academy TAG Academy MA Jones ES Brown MS Washington HS

Early Implementation

Implementation- STEM and STEAM Certified (GADOE)

Early Implementation School Not Open

Implementation

Early Implementation

Implementation

Early Implementation

Implementation Implementation

74

Ele lementary ry Sc School l (A (A-H) 201 2019 Mile ilestones EOG Res esults an and Chan ange fr from 20 2018 18, Proficie ient an and Above

For schools serving multiple grade bands, only results from grades 3-5 are included.

Ele lementary ry Sch School l (J (J-Z) 20 2019 19 Mile ilestones EOG Result lts an and Chan ange fr from 201 2018, Proficie ient an and Ab Above

For schools serving multiple grade bands, only results from grades 3-5 are included. KIPP Primary schools (STRIVE, Vision, WAYS) reflect only grades 3-4; KIPP STRIVE, Vision, and WAYS reflect only grade 5.

Mid iddle Sch School l 20 2019 19 Mile ilestones EOG Results an and Chan ange fr from 20 2018 18, Proficie ient an and Ab Above

For schools serving multiple grade bands, only results from grades 6-8 are included. Harper-Archer reflects only grade 8 for current data and comparisons. Invictus reflects only grades 6-7 is compared to 2018 Invictus 6th grade + Harper-Archer 7th grade. Hollis and Westside reflect only grades 6-7.

Mult lti-Level l Sch chool l 20 2019 19 Mile ilestones EOG Results an and Chan ange fr from 201 2018, Proficie ient an and Ab Above

This table shows the percentage of students scoring proficient and above by subject across all grades at schools that serve students in both elementary and middle school grades. Hollis and Westside reflect grades 3-7.

Hig igh Sch School l (9 (9-12) 20 2019 19 ELA an and Math Mile ilestones EOC Resu sults an and Chan ange fr from 201 2018, Proficie ient an and Ab Above

For schools serving multiple grade bands, only results from grades 9-12 are included. Figures are suppressed for subjects / groups with fewer than 15 tests.

Hig igh Sch School l (9 (9-12) 20 2019 19 Scie ience an and Social l Stu tudie ies Mile ilestones EOC Res esult lts an and Chan ange fr from 201 2018, Proficie ient an and Ab Above

For schools serving multiple grade bands, only results from grades 9-12 are included. Figures are suppressed for subjects / groups with fewer than 15 tests.

Hig igh Sch School l (9 (9-12) 20 2019 19 Overall l Mile ilestones EOC Result lts an and Chan ange fr from 201 2018, Proficie ient an and Ab Above

For schools serving multiple grade bands, only results from grades 9-12 are included.

APS Insights- found at https://apsinsights.org - contains the most recent school level data including CCRPI, Beat The Odds, Milestones Proficiency, Student Growth, Graduation Rates, Climate Star, Student Surveys, Attendance Rates, and Student Demographic data.