Douglass Cluster Communitywide Cluster Planning Sessions Stakeholder Conversations

  • Slides: 53
Download presentation
Douglass Cluster Community-wide Cluster Planning Sessions Stakeholder Conversations

Douglass Cluster Community-wide Cluster Planning Sessions Stakeholder Conversations

Welcome and Introductions • Angela Smith, Facilitator • Sid Baker, Associate Superintendent • Tony

Welcome and Introductions • Angela Smith, Facilitator • Sid Baker, Associate Superintendent • Tony L. Burks II and Marshall Hunt, Principal Facilitators • Gregory Parks, Principal Presenter • Cluster Planning Team 2

Why are we here today? • Present an overview of Cluster Planning and the

Why are we here today? • Present an overview of Cluster Planning and the Charter System Application processes • Receive feedback, to include: • the strengths and challenges of your cluster as they relate to your cluster’s mission, vision and priorities • the options for the Charter System local school governance teams 3

Let’s Agree To • • • Assume good intentions Listen actively Share the air

Let’s Agree To • • • Assume good intentions Listen actively Share the air Avoid jargon and acronyms Respect our time together and each other Silence cell phones 4

Converging to Develop a Charter System Atlanta Public Schools Planning Work Streams Charter System

Converging to Develop a Charter System Atlanta Public Schools Planning Work Streams Charter System Application (Operating Model) Strategic Plan 2015 -2020 Cluster Planning 5

Community Participation in the Charter System Application Development Advisory Committees Student Feedback Formal APS

Community Participation in the Charter System Application Development Advisory Committees Student Feedback Formal APS Community Meetings Charter System Advisory Committee Cluster Planning Teams Employee Feedback 6

Purpose What is Cluster Planning? • To build stronger schools and clusters to ensure

Purpose What is Cluster Planning? • To build stronger schools and clusters to ensure consistent high quality academics and focused programming exists across the district Context • The goals of Cluster Planning are to enhance the alignment of schools within a cluster and increase the levels of flexibility and autonomy from the district-level to the cluster and school levels. • Each cluster has a Cluster Planning Team made up of principals and community representatives. • The cluster plan will guide the academic direction for students within each cluster. • The cluster plans will inform the FY 16 and FY 17 Budget and the Charter System Application. 7

Who is on your Cluster Planning Team? Principals Dr. Tony Lamair Burks II Ms.

Who is on your Cluster Planning Team? Principals Dr. Tony Lamair Burks II Ms. Keisha Gibbons Ms. Mesha Greene Mr. Patrick Muhammad Mr. Marshall Hunt Dr. Phyllis Earls Dr. Aquannette Salter Mr. Gregory Parks Dr. Susan Crim. Mc. Clendon • Mr. Marques Stewart • • • Community Representatives • Mary Jones • Shirlene Jones • Edith Abakare • Tiffany Momon, • Marlene Reynolds • Arthur Carson Jr. • Sharon Green • Rhea Foster • Endelia Duran • Shawanda Dickey • Jerry Parker • Arianna Staples • Tracie Reid • Cynthia Mickelbury • Chante Blackwell • Teri Smith (alternate) 8

Cluster Planning Team Meetings Cluster Planning Teams are made up of the principals from

Cluster Planning Team Meetings Cluster Planning Teams are made up of the principals from the cluster and community representatives. Meeting Norms Open Documented Cluster Planning Team Meetings will be open to the public for observation A website will publish minutes, dates, locations, and other information about the meetings Collaborative Meetings will be respectful, collaborative, constructive and positive 9

Cluster Planning: Timeline

Cluster Planning: Timeline

Douglass High School Cluster Strengths • Rich history • Strong alumni group at Douglass

Douglass High School Cluster Strengths • Rich history • Strong alumni group at Douglass High School • Strong Business/Community Partners • Strong desire of the principals to improve their cluster Concerns • Loss of strong engineering program at DHS due to the change in the high school design • Single-Gender Schools pull from Douglass HS and Harper-Archer MS • Several elementary schools are on the “targeted-support” list • Declining parental support/involvement • Lack of consistency in programs between schools • Transiency of students and families 11

The World Cafe´

The World Cafe´

Purpose of the World Café The World Cafe´ • Generate input, share knowledge, stimulate

Purpose of the World Café The World Cafe´ • Generate input, share knowledge, stimulate innovative thinking, explore action possibilities • Create a dense web of connections in a short period of time as threads of conversation reveal new patterns

Café Etiquette The World Cafe´ Focus on what matters Contribute your thinking Speak your

Café Etiquette The World Cafe´ Focus on what matters Contribute your thinking Speak your mind and heart Listen to understand Link and connect ideas Listen together for insights and deeper questions • Play, doodle, draw (note: each table has a piece of chart • • • paper and markers for participants to respond to each question)

Instructions The World Cafe´ Round 1, 2, & 3 (15 minutes) • Sit at

Instructions The World Cafe´ Round 1, 2, & 3 (15 minutes) • Sit at a table with 5 -6 other people you don’t know • Respond to Question 1 &2 by discussing with your group and writing, doodling, or drawing your thoughts, ideas, and questions on the tablecloths. Round 4 (5 minutes) • Complete individual reflection sheet.

Question 1 The World Cafe´ What makes the Douglass cluster strong?

Question 1 The World Cafe´ What makes the Douglass cluster strong?

What does the data say about attendance? Douglass 86. 9% Harper-Archer 90. 4% Boyd

What does the data say about attendance? Douglass 86. 9% Harper-Archer 90. 4% Boyd 94. 3% Woodson 94. 4% Fain 94. 6% Usher 95. 1% FL Stanton 95. 1% Scott 95. 2% Towns 95. 2% 95. 6% Grove Park 84. 9% 86. 9% 88. 9% 90. 9% 92. 9% 94. 9% 96. 9%

What does the data say about attendance? Comparison Across Grades All 98. 0% 96.

What does the data say about attendance? Comparison Across Grades All 98. 0% 96. 0% 94. 0% 95. 0% 94. 6% 95. 1% 95. 3% 96. 1% 93. 5% 91. 5% 92. 0% 89. 8% 90. 0% 89. 8% 89. 6% 87. 7% 88. 0% 87. 1% 85. 2% 86. 0% 84. 0% 82. 0% 80. 0% 78. 0% K 1 2 3 4 5 6 7 Comparison Across Grades All 8 9 10 11 12

What does the data say about attendance? Chart Title 96. 0% 95. 1% 94.

What does the data say about attendance? Chart Title 96. 0% 95. 1% 94. 0% 93. 7% 93. 3% 93. 0% 92. 9% 92. 0% 91. 9% 91. 0% 91. 7% 91. 3% 91. 5% 91. 4% 90. 7% 90. 5% 90. 0% 89. 5% 89. 0% 88. 5% 88. 0% August September October November December 2014 -2015 January 2013 -2014 February March April May

What does the data say about suspension? Usher 0. 11 Fain 0. 21 FL

What does the data say about suspension? Usher 0. 11 Fain 0. 21 FL Stanton 0. 22 Towns 0. 23 Boyd 0. 23 Woodson 0. 28 Scott 0. 31 Grove Park 0. 73 Douglass 2. 89 Harper-Archer 3. 05 0 0. 5 1 1. 5 2 2. 5 3 3. 5

What does the data say about suspension? 5 4. 62 4. 5 3. 85

What does the data say about suspension? 5 4. 62 4. 5 3. 85 4 3. 5 3 2. 72 2. 71 2. 52 2. 5 2 1. 5 1. 13 1 0. 5 0 0 0. 03 PK K 0. 15 1 0. 28 2 3 0. 51 0. 54 4 5 0. 72 6 7 Comparison Across Grades (All) 8 9 10 11 12

What does the data say about suspension? 1. 80 1. 63 1. 60 1.

What does the data say about suspension? 1. 80 1. 63 1. 60 1. 66 1. 60 1. 58 1. 50 1. 40 1. 35 1. 20 1. 46 1. 29 1. 23 1. 27 1. 18 1. 13 1. 08 1. 00 1. 04 0. 80 0. 60 0. 40 0. 59 0. 34 0. 20 0. 00 August September October November December 2014 -2015 January February 2013 -2014 March April May

Who participated in the community survey? 60 52 50 Community Partner Corporate/Business Partner 40

Who participated in the community survey? 60 52 50 Community Partner Corporate/Business Partner 40 Faith Based Partner Local School Council Member 30 Non Profit-Partner Parent or Guardian 20 Student 10 Teacher/Staff Member 6 1 1 1 0 Total 2

What does the community survey data say about Signature Cluster Vision 1 st Choice?

What does the community survey data say about Signature Cluster Vision 1 st Choice? A focus on integration of principles of science, technology, engineering and mathematics 17% Learning approach designed to develop intellectual, personal, emotional and social skills that will enable students to live and work in a global society 60% Other Responses 3% A single-gender educational and social environment College preparatory offerings that include dual enrollment and early college opportunities 9% 3% Blended learning opportunities that include virtual, Web-based, and extended learning (outside regular school day e. g. , internships) 2% An emphasis on visual and performing arts that include art, theatre, dance and drama 2% Dual immersion bilingual education in which students are taught literacy and content in two languages 1% An emphasis on fine arts that include chorus and instrumental music

What does the community survey data say about High School Career 1 st Choice?

What does the community survey data say about High School Career 1 st Choice? Science, Technology, Engineering & Mathematics/STEM (electronics engineers, civil drafters, electrical drafters) 20% Information Technology (computer system analysts, application software developers, network & computer system administrators) 11% Education and Training (pre-school teachers, teacher assistants, education administrators, post-secondary business teachers) 28% Other Responses 8% Health Science 5% Finance 5% Government & Public Administration 3% Architecture and Construction 3% Arts, Audio Visual, Technology & Communications 3% Business Management & Administration 3% Energy 3% Hospitality & Tourism 3% Law, Public Safety, Corrections & Security 3% Manufacturing 1% Human Services 1% Transportation, Distribution, & Logistics

Douglas Cluster Data (Census) Education Family Configurations Douglass Cluster Area 77% of children are

Douglas Cluster Data (Census) Education Family Configurations Douglass Cluster Area 77% of children are being raised in single parent households, compared to 47% across the district Income Douglass Cluster: Household Income Ranges 19% $10 k to $25 k to $50 k Douglass parent 26 households earn below the poverty … of the adults over the age of 25 level 23% 16% $50 k to $100 k attained the education level of high school or less Over $100 k APS Douglass Cluster: Percent Economic Disadvantage 100% 98% 96% 94% 92% 90% 88% 86% 84% 98% 96% 95% 98% 97% 96% 95% y ar S W oo ds on P rim r E Us he E S ns To w t E S Sc ot t Gr ov to an St L. e Pa n rk In ES E S in E S S r M yd Bo Fa F. pe r-A rc he H S 86% ss <$10 K ar 14% 22% 18% ug la 20% … of the adults over the age of 25 attained the education level of graduate degree or more 91% of single 28% Do 30% 25% 20% 15% 10% 5% 0% Atlanta Area

Douglass Cluster Community • Parent, Faculty and Staff Meetings • December 11, 2014 @

Douglass Cluster Community • Parent, Faculty and Staff Meetings • December 11, 2014 @ Scott ES • January 8, 2015 @ Frederick Douglas HS

Our Mission The Douglass Cluster as a community is committed to providing customized support

Our Mission The Douglass Cluster as a community is committed to providing customized support to effective educators whose charge is to prepare and develop students for excellence through positive, engaging, inquiry-based instructional practices. Our Vision The Douglass Cluster is an innovative twentyfirst century skills region that inspires selfdirected learners to become high achieving college and career ready graduates. DRAFT VISION & MISSION

DRAFT PRIORITIES Priorities Proposed Initiatives and Actions Cluster Academic Framework Early learning centers for

DRAFT PRIORITIES Priorities Proposed Initiatives and Actions Cluster Academic Framework Early learning centers for all 3 and 4 year olds Project-Based Learning PK-12 Consistent cluster level master schedules Reading Instruction Consistent K-2 reading framework, tools, and resources with phonics, vocabulary, and fluency across all elementary schools Teacher development to improve effectiveness Reading interventions and supports Mathematics Instruction Consistent Mathematics framework, tools, and resources Teacher development to improve effectiveness Mathematics interventions and supports Student Support Cluster-wide and school-based “wrap-around” services through community partnerships Additional counselors and social workers Increase attendance and decrease suspensions Increased cluster-wide and school-based parent engagement

Question 2 The World Cafe´ Are there any additional priorities that should be considered

Question 2 The World Cafe´ Are there any additional priorities that should be considered to fully address the Douglass cluster challenges?

Next Steps • Cluster Planning Teams will use the feedback from today to update

Next Steps • Cluster Planning Teams will use the feedback from today to update the mission, vision and priorities for the cluster • Cluster Planning Teams will start developing resource requirements and partnership opportunities • Hard copy and online surveys are available for additional feedback • We will meet again in April for further conversation

Charter System Application Stakeholder Conversations

Charter System Application Stakeholder Conversations

APS Charter System Application Timeline and Activities Date Activity November 2014 • Board Vote

APS Charter System Application Timeline and Activities Date Activity November 2014 • Board Vote on Submitting Letter of Intent (LOI) for Charter System December 2014 • Submit LOI to Georgia Department of Education with request for FY 16 waivers needed for operation January 2015 – May 2015 • Application Development January 2015 – June 2015 • Stakeholder Engagement February 2015 – April 2015 • Community Meetings January 2015 – June 2015 • Charter System Advisory Committee Monthly Meetings May 2015 • Conduct Public Hearings June 2015 • Board Approval of Charter System Petition June 2015 • Submit Charter System Petition to Georgia Department of Education 33

Application Review Process Submission Ga. DOE makes approval/denial recommendations to SBOE reviews item for

Application Review Process Submission Ga. DOE makes approval/denial recommendations to SBOE reviews item for information including CAC recommendation • Legal and substantive review Applicant responds to letter SBOE approves/denies Action Item Interview with applicant Clarification/change letter to applicant Execution of the Contract • Letter of Intent by June 30, 2015 • Application on a rolling basis Application Review 34

What is a charter system? Definition Facts & Features Relative Advantages/ Disadvantages Federal/State Compliance

What is a charter system? Definition Facts & Features Relative Advantages/ Disadvantages Federal/State Compliance • A local district that has an executed charter from the SBOE granting it freedom from almost all of Title 20, SBOE rules, and Ga. DOE guidelines • Charter is a contract between district and SBOE • District gains flexibility to innovate in exchange for increased academic accountability • Distributed leadership process • • Flexibility to innovate Financial savings possible from waivers Additional per-pupil funding in QBE if appropriated School level governance required • Must comply with all federal laws and regulations • Must comply with all state laws, rules and regulations that cannot be waived (e. g. , health and safety) 35

Charter System Local School Governance • Charter Systems must implement school level governance •

Charter System Local School Governance • Charter Systems must implement school level governance • “School level governance” means decisionmaking authority in personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations [See O. C. G. A. 20 -2 -2062(12. 1)] 36

Charter System — Basic Components To innovate, Require Freedom from State Law, Policy and

Charter System — Basic Components To innovate, Require Freedom from State Law, Policy and District Policy Commit to Innovation and Changing District Culture 37 Freedom in Exchange for Increased Accountability Goals Charter System Distribution of substantial autonomy to school (LSGT)

Charter System Model Discussion • Today’s focus: Local School Governance Teams (LSGTs) • Understanding

Charter System Model Discussion • Today’s focus: Local School Governance Teams (LSGTs) • Understanding LSGTs and their roles in a Charter System • Considerations for How to Structure LSGTs to Maximize Efficacy • Examples of LSGT Authority 38

What exactly is an LSGT? 39 • An LSGT is a school-level body that

What exactly is an LSGT? 39 • An LSGT is a school-level body that has delegated power from the Superintendent in: • Personnel Decisions, including recommending the principal or school leader for selection by the local board of education; • Financial Decisions and Resource Allocations, school budget and the number and type of personnel, curriculum costs, supply costs, equipment costs and maintenance and operations costs; • Curriculum and accompanying instructional materials; • establishment/monitoring of School Improvement Goals, including approval of the school improvement plan and oversight of its implementation; and • Any School Operations that are consistent with school improvement goals.

What Makes a High Quality LSGT? The GADOE defines these as the building blocks

What Makes a High Quality LSGT? The GADOE defines these as the building blocks of High Quality Charter System School Governance as: 40 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 out of management Substantial autonomy from local district in designated areas Receives regular updates on academic operational, and financial progress of the school Participates in regular governing council training each year

How do LSGTs Compare to Other School Organizations? 41 Characteristics LSGT LSAC PTA/PTO Structure

How do LSGTs Compare to Other School Organizations? 41 Characteristics LSGT LSAC PTA/PTO Structure Voting Body Advisory Body Supporting Body Primary Purpose Set strategic Advise and make Support the School direction and recommendations empower decision to school leadership making at school level Required? Mandatory for charter systems Mandatory for Optional traditional systems (replaced by LSGT in charter system) Legal Status Legally a part of the district Legally a part of the Legally distinct district from district Membership Must have parents Minimum & community in requirements majority Requirements established by individual bodies

What does the law require for LSGTs? • Answer: Not much, specifically. • APS

What does the law require for LSGTs? • Answer: Not much, specifically. • APS BOE and Superintendent are prohibited from serving on LSGTs • LSGTs shall be comprised of a majority of parents and community members who are not otherwise employed by the local district • Remember, District must maximize school level governance for LSGTs in the following areas: • Personnel • Financial Decisions and Resource Allocation • Curriculum & Instruction • School Improvement Goals 42

LSGT Member Composition Examples Fulton • 10 members ES & MS • 12 members

LSGT Member Composition Examples Fulton • 10 members ES & MS • 12 members HS • Principal • 3 elected parents • 2 elected teachers • 2 nominated community members • 2 students (HS only) 43 Marietta Floyd • • 7 members Principal 2 elected parents 2 appointed community members • 2 elected staff • • 7 -11 members Principal 2 elected parents 2 core subject teachers • 1 nominated school staff • 1 nominated community member • Students to committees ad hoc

Larger LSGT Considerations for LSGT Size Benefits: More ideas, distribution of workload, more diversity

Larger LSGT Considerations for LSGT Size Benefits: More ideas, distribution of workload, more diversity of voices, more community buy-in and representation 44 Cons: Less knowledge when board turns over, less capacity for projects and committees, less representation Smaller LSGT Cons: Rallying interest, too many cooks, can lengthen meetings Benefits: Cohesion may be easier to achieve, management of schedules, rallying interest

Autonomy to LSGT Consider Delegation of Authority A charter system must • maximize school

Autonomy to LSGT Consider Delegation of Authority A charter system must • maximize school level governance and the involvement of parents, teachers, and community members in such governance • grant decision-making authority in personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations per O. C. G. A. 20 -2 -2062 and 20 -2 -2063

LSGT A Shift in Authority Role of Governance at the Local School Level •

LSGT A Shift in Authority Role of Governance at the Local School Level • To govern means to represent the public trust by ensuring that an organization carries out the purposes for which it was established and as expressed in its mission statement. • Governance teams should direct the school towards achieving their mission and makes sure the school’s efforts and resources are properly focused towards that goal.

LSGT Member Structure Common Practices: • 7 voting members (composition ranges from 5 to

LSGT Member Structure Common Practices: • 7 voting members (composition ranges from 5 to 11 members) • Parents and teachers elected • Some staff and community representatives appointed • 2 year terms (following initial staggered terms of 1 and 2 years) • Maximum of 2 consecutive terms • Members are removed by majority vote 47

Sample Proposed LSGT Member Structure LSGT Structure 9 voting members* (size may vary to

Sample Proposed LSGT Member Structure 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. )

Question 3 The World Cafe´ What will the new LSGT structure do for you?

Question 3 The World Cafe´ What will the new LSGT structure do for you?

Voting Activity Instructions #1 Choose the size LSGT you feel will be best for

Voting Activity Instructions #1 Choose the size LSGT you feel will be best for APS by placing your dot in the appropriate column. LSGT Structure - Large LSGT Structure - Medium LSGT Structure - Small 11 Voting Members 9 Voting Members 7 Voting Members 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 Community members nominated by the principal 1 HS/MS student - nonvoting member

Voting Activity Instructions #2 Read components of the proposed LSGT structure. Provide your feedback

Voting Activity Instructions #2 Read components of the proposed LSGT structure. Provide your feedback by placing your dot in the appropriate column. LSGT Structure 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. ) Agree Disagree

Cluster Community Meetings Tuesday, February 10, 2015 Douglass Cluster Wednesday, February 11, 2015 Jackson

Cluster Community Meetings Tuesday, February 10, 2015 Douglass Cluster Wednesday, February 11, 2015 Jackson Cluster Tuesday, February 24, 2015 Carver Cluster Tuesday, March 3, 2015 Therrell Cluster Tuesday, February 24, 2015 Washington Cluster Wednesday, March 4, 2015 Mays Cluster Wednesday, February 18, 2015 Wednesday, February 25, 2015 Monday, March 9, 2015 Grady Cluster North Atlanta Cluster South Atlanta Cluster Thursday, February 26, 2015 B. E. S. T. /C. S. K. Y. W. L. A * Additional Cluster Community Meetings to be held in April 2015 Charter System Advisory Committee Meetings 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) Monday, February 23, 2015 Thursday, March 19, 2015 Thursday, April 16, 2015 Thursday, May 21, 2015 Thursday, June 18, 2015 53