aps strategic plan semi-annual performance report 2012-13 ......6 focus area 1: students,...

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DRAFT

ATLANTA PUBLIC SCHOOLS

STRATEGIC PLAN2012‐2017

Semi‐Annual Balanced Scorecard Performance Report

2012‐2013 School Year

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Mission and Vision Statement

MISSION STATEMENT

VISION STATEMENT

The mission of Atlanta Public Schools is to

educate all studentsthrough academic excellence,preparing them for success in life,service and leadership.

The vision of Atlanta Public Schoolsis to be a student‐centered,

high‐performing urbanschool district whereall students becomesuccessful life‐long learners

and leaders.

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APS is using the Balanced Scorecard

Atlanta Public Schools (APS) is using the Balanced Scorecard to ensure our strategic plan is focused, actionable, integrated and accountable. The Balanced Scorecard methodology, including the Strategy Map, utilizes three main areas of focus to improve student achievement and ensure student success:

Students, Stakeholders and The Learning Environment

Leadership and Talent Development

Financial and Operational Systems and Support

The 2012‐2017 strategic plan includes 11 district‐level objectives and 22 district‐level measures that tell us how well we are doing on these objectives. Many of the performance measures will have data collected only at the end of the year, and will be included in the annual report. When data are collected and reported more often, they are included in this semi‐annual report.

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2012‐2017 Strategy Map

The APS Strategy Map lays out specific objectives for organizational improvement. Each objective has been assigned to one or more members of the senior leadership team for progress monitoring and accountability.

Additionally, each measure has been assigned to an individual APS owner, who is responsible for collecting, analyzing and reporting the performance data.

Report Legend:

Met or Exceeded Target

Caution: Partial Meeting of Target or Some Risk

Did Not Meet Target or Significant Risk

Data Unavailable or Baseline for 2012‐ 2013

Data Unavailable ‐ Annual Reporting Only

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2012‐2013 Semi‐Annual Performance Report

This report provides an update on the current progress of APS for each objective and each performance measure in the Strategic Plan. While objectives are interconnected in leading to improved student achievement, each will be reported separately in the area with which it is associated on the APS Strategy Map. This update includes information regarding work and actions that took place between July and December of 2012.

Many indicators we track are lagging indicators, meaning that we only have performance data on these when it may be too late to influence the outcome. End of year test results, graduation rates, etc. are examples of such indicators. Leading indicators, on the other hand, allow us to continuously track progress on a measure and intervene as necessary. At APS, we are increasingly focusing on leading indicators. Where applicable, these measures will be highlighted in this report.

Data described in this report are important, not only for how they reflect the current progress of APS reform efforts, but also for the insight they provide into how we are achieving our guiding principles:

EXCELLENCE in everything we do EQUITY in the distribution of resources ETHICS to protect our integrity ENGAGEMENT with our community

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Focus Area 1: Students, Stakeholders and The Learning Environment

Objective 1.1: Improve Student Achievement Objective 1.2: Improve Teacher and Leader Effectiveness Objective 1.3: Implement Rigorous and Relevant Curriculum Objective 1.4: Increase Student, Parent and Community Engagement Objective 1.5: Ensure Safe and Supportive Learning Environments

The measures outlined on the next pages help track progress on these objectives.

Several strategic initiatives are associated with the first focus area, Students, Stakeholders and The Learning Environment: Common Core, Teacher and Leader Effectiveness, Transforming Operational Processes for Schools (TOPS), Career Academies, District Climate, Culture and Safety, IT Strategic Plan and Strategic Communications and Engagement Plan. The objectives in this area are:

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Measure 1.1.1 Student Achievement ‐ CRCT

For students in grades 3 through 8, we measure the percentage of students in traditional schools who met or exceeded state standards on the Criterion‐Referenced Competency Test (CRCT) in Reading, English/Language Arts, and Math and Science. This is calculated by dividing the number of students in Grades 3‐8 in traditional schools who met or exceeded the state standards on the CRCT by the total number of students in Grades 1‐8 in traditional schools who took the CRCT. For the 2012‐2013 school year, the strategic targets are as follows:

As a leading indicator, we are tracking performance on the Computer Adaptive Assessment that students took in Reading and Math in the Fall of 2012. Results on this assessment allow us to pinpoint specific areas in which our students need further development.

The annual CRCT data will be reported in the Fall of 2013.

Reading: 59% meeting and 32% exceeding; total of 91% of students meeting or exceeding state standards

English Language Arts:

59% meeting and 32% exceeding; total of 91% of students meeting or exceeding state standards

Mathematics: 47% meeting and 25% exceeding; total of 72% of students meeting or exceeding state standards

Science: 41% meeting and 26% exceeding; total of 67% of students meeting or exceeding state standards

Social Studies: 41% meeting and 25% exceeding; total of 66% of students meeting or exceeding state standards

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.1: Improve Student Achievement

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Measure 1.1.2 Student Achievement ‐ EOCT

For high school students, we measure the percentage of students in traditional schools who passed the End Of Course Test (EOCT) in CCGPS Coordinate Algebra, Mathematics II, 9th Grade Literature and Composition, American Literature and Composition, Physical Science, Biology, U. S. History and Economics. This is calculated by dividing the number of students in traditional schools who passed the EOCT by the total number of students in traditional schools who took the EOCT. For the 2012‐2013 school year, the strategic targets are as follows:

APS is in the process of developing mid‐course benchmark assessments for EOCT courses that will serve as leading indicators of academic performance in High Schools. Performance on prior assessments will also be used to assess academic status at the beginning of the course. These developments will be applied starting in the 2013‐14 school year.

The annual EOCT data will be reported in the Fall of 2013.

CCGPS Coordinate Algebra: The 2012‐13 year is baseline for CCGPS Coordinate Algebra

Mathematics II: 33% passing the EOCT9th Grade Literature and Composition: 71% passing the EOCTAmerican Literature and Composition: 83% passing the EOCTPhysical Science: 61% passing the EOCTBiology: 55% passing the EOCTU. S. History: 59% passing the EOCTEconomics: 70% passing the EOCT


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Measure 1.1.3 Students Enrolled – Advanced Placement Classes

APS intends to increase enrollment in Advanced Placement (AP) classes, as participation in AP classes help prepare students for the rigor of college level classes.

This measure is calculated by dividing the number of students in traditional schools in grades 10‐12 who enrolled in one or more AP classes by the total number of students in traditional schools in grades 10‐12.

The strategic target for this measure is 39% of students enrolling in AP classes.

These annual AP enrollment data will be reported in the Fall of 2013.


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Measure 1.1.4 Student Achievement – Advanced Placement Classes

This measure tracks how students taking Advancement Places (AP) exams perform on these exams. A score of 3 or higher is regarded as an indicator of an ability to do successful work at most colleges.

This measure is calculated by dividing the number of exams with a score result of 3 or higher by the total number of exams taken.

The strategic target for this measure is 34% of students with scores 3 or higher on the AP exam.

These annual AP enrollment data will be reported in the Fall of 2013.


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Measure 1.1.5 Student Attendance

To ensure improvement in student achievement is achieved, students must be in school. The attendance rate measure is based on the number of students who missed less than 10 days on an annual basis. This measure is reviewed on a quarterly basis; the semi‐annual measure reports students who missed less than 5 days during the first half of the year.

To calculate this measure, the number of students absent for the set days is divided by the entire APS student population in traditional schools.

The strategic target for 2012‐13 for this measure is 75% of students absent less than 10 days.

In the first semester of 2012‐13, 75.76% of students were absent less than 5 days.The semi‐annual performance data indicates the measure is on target

to meet the annual target.


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Measure 1.1.6 Graduation Rate

An important measure of high school success is graduation rate. The graduation rate adopted by the State of Georgia is a five‐year adjusted cohort graduation rate, defined as the number of students who graduate in five years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class. Certificates of Attendance and Special Education diplomas are not included in the count of regular diplomas.

Atlanta Public Schools’ graduation rate is calculated and reported by the Georgia Department of Education.

The cohort graduation rate is a new formula used by the State. 2011‐12 is the first year that this formula is used to report graduation. Strategic targets for graduation rates will be set once the 2011‐12 graduation rates are published by the Georgia Department of Education.

The annual graduation rate will be reported in the Fall of 2013.


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Measure 1.2.1 Teacher Effectiveness

As part of the Race to the Top Initiative (RT3), Georgia, in collaboration with RT3 Districts, educational partners, and the Evaluation Task Force Committee, developed a new effectiveness system for teacher evaluation and professional growth. The overarching goal of Teacher Keys Effectiveness System is to support continuous growth and development of each teacher.

Atlanta Public Schools adopted the GA DOE Teacher Keys evaluation instrument in 2012. This new tool will be implemented throughout the 2012‐2013 school year.

This measure reports the percentage of teachers with a Teacher Effectiveness Measure (TEM) of Effective and Highly Effective. The data for this measure is supplied by the GA DOE.

2012‐13 will serve as a baseline year to set future strategic targets for this measure.

Formative data from the Teacher Keys shows most challenges in "Differentiated Instruction" and "Assessment Use", across all levels. C&I is continuing to monitor data accuracy relative to the "Professionalism" measure.

The annual teacher effectiveness data will be reported in the Fall of 2013.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.2: Improve Teacher and Leader Effectiveness

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Measure 1.2.2 Leader Effectiveness

During the 2012‐2013 school year, Georgia will implement the Leader Keys Effectiveness System. The goal of this system is to provide leaders with meaningful feedback and to support the continuous growth and development of each leader by monitoring, analyzing, and applying pertinent data from multiple sources toward attainment of established performance goals.

Atlanta Public Schools adopted the GA DOE Leader Keys instrument in 2012. This new tool will be implemented throughout the 2012‐2013 school year.

This measure reports the percentage of percentage of leaders with a Leader Effectiveness Measure (LEM) of Effective and Highly Effective. The data for this measure is supplied by the GA DOE.

2012‐13 will serve as a baseline year to set future strategic targets for this measure.

The annual leader effectiveness data will be reported in the Fall of 2013.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.2: Improve Teacher and Leader Effectiveness

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Measure 1.3.1 Rigorous and Relevant Curriculum

A relevant curriculum ensures that students are thought material that is relevant to 21st century education and is in line with accountability standards set by APS and GADOE. The rigor of the curriculum ensures that students are held accountable for understanding and retaining the material taught.

We evaluate the effectiveness of our curriculum by the success students have in post‐secondary education. This measure reports the percentage of students entering State of Georgia public colleges or universities without the need of academic support.

Data on students needing academic support is provided by the University System of Georgia (USG) and the Technical College System of Georgia (TCSG) to the GA DOE. These measures are available through the Longitudinal Data System (LDS) that GA DOE developed.

Strategic targets for this measure will be set after the GA DOE publishes 2011‐2012 actuals.

This annual measure will be reported in the Fall of 2013.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.3: Implement Rigorous and Relevant Curriculum

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Measure 1.3.2 Student Inclusion

Integrating students with disabilities in general education settings prepares these students to function effectively in future education and work environments.

This measure is calculated by dividing the number of students with disabilities enrolled in APS who spent at least 80% of their school day in general education setting by the total number of students with disabilities enrolled in APS.

The strategic target for this measure is 51% of students with disabilities spend at least 80% of their school day in general education setting.

Preliminary data indicate that 54% of students with disabilities spend at least 80% of their school day in general education setting.

The annual student inclusion measure will be reported in the Fall of 2013.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.3: Implement Rigorous and Relevant Curriculum

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Measure 1.4.1 Parent/Community Outreach and Engagement

At Atlanta Public Schools, we strive to reach out to, communicate with, and engage parents and community members. We conduct a quarterly stakeholder perception survey to identify the level of satisfaction parents and community members report with the local school and district parent/community outreach, communication and engagement.

This measure reports the percentage of satisfactory and above ratings for local school and district parent/community outreach and engagement on the quarterly stakeholder survey.

The strategic target for this measure is 70% satisfaction rating by parents and community members with Atlanta Public Schools’ communication and engagement efforts at the district and local school level.

75% of the parent and community responses indicate satisfactory or above ratings with APS’s communication and engagement efforts on the survey launched in January 2013.

The semi‐annual performance data indicates the measure is on target to meet the annual target.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.4: Increase Student, Parent and Community Engagement

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Measure 1.4.2 Student Engagement

Students who have high engagement perform better academically and socially, and signs of disengagement may be predictors of future academic difficulties.

Atlanta Public Schools adopted the Student Engagement Instrument in 2012‐13 to measure student engagement. The Student Engagement Instrument measures six dimensions of engagement: teacher‐student relationships, control and relevance of school work, peer support at school, future aspirations and goals, family support for learning and intrinsic motivation.

This measure reports the percentage of students who are 80% or more engaged as measured by the Student Engagement Instrument.

2012‐13 serves as a baseline year to set future strategic targets for this measure.

The annual student engagement measure will be reported in the Fall of 2013.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.4: Increase Student, Parent and Community Engagement

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Measure 1.5.1 School Safety

Safety is always a top priority at Atlanta Public Schools. By this measure we track how students, staff, parents and community perceive safety of our schools.

Our students’ perception of safety is captured through the annual Georgia Student Health Survey. Staff and parents perception of safety is gauged through a quarterly stakeholder perception survey. On the Balanced Scorecard we report a weighted average of the student, staff and parent perception of safety.

The strategic target for this measure is 70% of stakeholders whose perception of safety in APS schools is satisfactory or above.

Results from the survey launched in January 2013 indicate that 78% of teachers, non‐school based APS staff, parents and community agree or strongly agree that APS

schools are safe. Student data will be available in the spring, and will be included in the annual reporting of this measure. The semi‐annual performance data indicates the

measure is on target to meet the annual target.

1. Students, Stakeholders and The Learning Environment ‐ Objective 1.5: Ensure Safe and Supportive Learning Environments

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Focus Area 2: Leadership and Talent Development

Objective 2.1: Increase Employee Capacity and Leadership Objective 2.2: Improve Recruitment, Selection and Retention of Highly Effective Staff Objective 2.3: Promote a Culture of Alignment, Ethics and Accountability

The next pages describe these measures in detail.

The second focus area, Leadership and Talent Development, is supported by multiple strategic initiatives: Common Core, Teacher and Leader Effectiveness, Transforming Operational Processes for Schools (TOPS), District Climate, Culture and Safety, Project THRIVE, IT Strategic Plan and Strategic Communications and Engagement Plan. The objectives in this area are:

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Measure 2.1.1 Professional Learning

Atlanta Public Schools intends to provide in‐service training opportunities for the continuous professional, personal, and technical development of all staff. The Atlanta Board of Education requires all staff to participate in a minimum of 20 clock hours of approved staff development during each calendar year of employment.

This measure reports the percentage of employees compliant with the 20 hour professional development annually.The semi‐annual review for this measure reports the percentage of employees who have participated in 10 hours or more of professional development.

2012‐13 constitutes a baseline year for this measure.

In the first semester of 2012‐13, 57% of staff members completed 10 hours or more of professional development. This measure is at risk for meeting the strategic target.

However, the measure is cumulative and currently in progress. Final performance data and analysis will be reported in Fall of 2013.

2. Leadership and Talent Development ‐ Objective 2.1: Increase Employee Capacity and Leadership

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Measure 2.1.2 Technology to Support Teaching and Learning

Through a targeted effort, Atlanta Public Schools strives to ensure that all teachers are proficient in using instructional technology. The effectiveness of this effort is measures through the instructional technology proficiency assessment.

This measure reports the percentage of teachers scoring an average of 4 or above on the instructional proficiency assessment.



2. Leadership and Talent Development ‐ Objective 2.1: Increase Employee Capacity and Leadership

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Measure 2.2.1 Novice Teacher (0‐3 Years) Retention

The retention rates of novice classroom teachers reflect directly on the district’s success in improving the retention of quality staff.

This measure is calculated by dividing the number of teachers with 0‐3 years of teaching experience in a K‐12 school who are deemed effective or higher based on the state Teacher Keys Evaluation tool and are retained for the next academic year by the total number of novice teachers. (Teach for America teachers are not included in this measure.)

The strategic target for this measure is to retain 64% of effective novice teachers.


2. Leadership and Talent Development ‐ Objective 2.2: Improve Recruitment, Selection and Retention of Highly Effective Staff

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Measure 2.2.2 Effective Teacher Retention

The retention rates of effective classroom teachers reflect directly on the district’s ability to deliver quality classroom instruction to booster student achievement.

This measure is calculated by dividing the number of teachers who are deemed effective or higher based on the state Teacher Keys Evaluation tool and are retained for the next academic year by the total number of teachers. (Teach for America teachers are not included in this measure.)




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Measure 2.2.3 Teacher/Leader Vacancies

APS intends to fill all vacant teacher and leader positions by Day One of each academic year, to ensure adequate instruction for all students.

A position is considered vacant if it is an open full time position and the hiring manager is actively recruiting and/interviewing. Teacher positions include full time positions for employees who would be associated with a roster of students. School leader positions are Principal, Assistant Principal, Program Administrator and Academy Leader positions.

This measure sums the total number or vacant teacher and school leader positions.

The strategic target for this measure is to have 10 or less vacant teacher and school leader positions by Day One.



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Measure 2.3.1 Ethics

APS is promoting a culture of alignment, ethics and accountability by providing ethics training that is required to be taken annually by all active district employees. As more employees receive ethics training, more employees will be aware of the district’s expectations for ethical behavior. As a result, APS expect to receive a decreasing number of ethics complaints that are recommended for investigation.

This measure reports the number of ethics complaints recommended for investigation.

The strategic target for the academic year 2012‐13 is 275 ethics complaints recommended for investigation.

In the first semester of 2012‐13, 152 ethics complaints were recommended for investigation. This measure is on track to meeting the 2012‐13 target.

2. Leadership and Talent Development ‐ Objective 2.3: Promote a Culture of Alignment, Ethics and Accountability

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Focus Area 3: Financial and Operational Systems and Support

Objective 3.1: Ensure Fiscal Responsibility and Stability Objective 3.2: Improve Efficiency, Service Levels and Effectiveness of District

Operations and Business Processes Objective 3.3: Strategically Manage and Leverage Technology

These measures are outlined on the next pages.

The third focus area concentrates on ensuring a healthy financial and operational environment. The strategic initiatives at work to ensure this goal are: Common Core, Teacher and Leader Effectiveness, Transforming Operational Processes for Schools (TOPS), District Climate, Culture and Safety, Culture and Safety, IT Strategic Plan, Strategic Communications and Engagement Plan and Financial Projects. The objectives in this area are:

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Measure 3.1.1 Discretionary Revenue

APS is a public institution funded by federal, state and local tax funds. In addition, the district generates discretionary revenue by including indirect costs in federal grants, charging tuition to students who do not qualify for free public education in the city of Atlanta, and generating income from renting and leasing facilities. This revenue helps fund educational programs as part of general fund budget process.

Discretionary revenue is defined as non‐property tax, non‐QBE, non‐SPLOST and non‐special revenue funds.

This measure captures the amount of discretionary revenue generated.


Discretionary revenue for the first half of FY12‐13 (July 1 through December 31) was $904,817.85. This is the first year that this measure is tracked – it will set the baseline for next year’s strategic target. Final performance data and analysis for this measure

will be reported in the Fall of 2013.

3. Financial and Operational Systems and Support ‐ Objective 3.1: Ensure Fiscal Responsibility and Stability

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Measure 3.2.1 Customer Service

Customer service is a top priority for Atlanta Public Schools, and we want to ensure that each of our business units is delivering high quality service.

A first step in delivering high quality service to our stakeholders is to provide such service within the organization. We measure customer service by asking staff members to rate their interactions with employees at each of the business units. This measure reports the percentage of satisfactory or above ratings of the customer service that APS business units provide.

The strategic target for customer service is 75% of business units receiving satisfactory or above rating.

Based on the survey launched in January 2013, 83% of the responses from internal customers expressed a satisfactory or above rating of the the customer service that the

Atlanta Public Schools’ business units deliver. The semi‐annual performance data indicates the measure is on target to meet the annual target.

3. Financial and Operational Systems and Support ‐ Objective 3.2: Improve Efficiency, Service Levels and Effectiveness of District Operations and Business Processes

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Measure 3.3.1 Student Online Learning

Online classes offer an alternative learning environment for students and enables a wide variety of course options to students. Online classes offer students the opportunity to participate in remediation, recovery, and acceleration during the regular school day and beyond.

With this measure we report the percentage of students enrolled in online courses, including credit recovery.


In the first semester of 2012‐13, 260 students enrolled in online courses. APS is in the process of acquiring and launching two systems: one for credit recovery content and one for a learning management system. We expect these systems to have a positive

impact on our ability to offer online learning opportunities.Future targets will be set at the end of the 2012‐13 school year.

3. Financial and Operational Systems and Support ‐ Objective 3.3: Strategically Manage and Leverage Technology

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Conclusion

This concludes the semi‐annual update on the 22 District‐level Balanced Scorecard measures for the 2012‐2013 school year. As we continue the process of implementing our strategic plan, the Balanced Scorecard helps us keep track of our progress toward ensuring student success.

aps strategic plan semi-annual performance report 2012-13 ......6 focus area 1: students,...

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