washington cluster community-wide planning …...• the cluster plan will guide the academic...
TRANSCRIPT
Washington Cluster
Community-wide Planning Session
Stakeholder Conversations
Welcome and Introductions
• Angela Smith, Facilitator
• Greg Middleton, Associate Superintendent
• Dr. Tasharah Wilson and Dr. Diamond Jack, Principal Facilitators
• Cluster Planning Team
2
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
Agenda
• Cluster Planning Overview
• Cluster Data, Strengths, and Challenges
• Draft Mission, Vision, and Priorities
• Charter System Overview
• Local School Governance Team Overview
• Activities throughout the evening to encourage engagement
4
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
5
Converging to Develop a Charter System
Strategic Plan 2015-2020
Cluster Planning
Charter System
Application
(Operating Model)
Atlanta Public Schools Planning Work Streams
6
AdvisoryCommittees
Employee Feedback
StudentFeedback
Cluster Planning
Teams
Formal APSCommunity
Meetings
Charter System Advisory
Committee
Community Participation in the Charter System Application Development
7
Cluster Planning Overview
Greg Middleton
Associate Superintendent
What is Cluster Planning?
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Purpose
• 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 FY16 and FY17 Budget and the Charter System Application.
Who is on your Cluster Planning Team?
Principals
• Dr. Tasharah Wilson (Washington)
• Ms. Tiauna Crooms (Brown)
• Ms. Amia Burnette (Bethune)
• Ms. Toni Pickett (Connally)
• Ms. Margul Retha Woolfolk (M. Agnes Jones)
• Dr. Diamond Jack (Venetian Hills)
Community Representatives
• Representatives from the LSC and PTSA of each school, including leadership team members
• Representatives from the Washington Cluster Advocacy Group and the Washington Cluster Support Planning Team
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A website will publish minutes, dates, locations, and other information about the meetings
DocumentedCluster Planning Team Meetings will be open to the public for observation
Open
Meetings will be respectful, collaborative, constructive and positive
Collaborative
Cluster Planning Team Meetings
Cluster Planning Teams are made up of the principals from the cluster and community representatives.
Meeting Norms
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Cluster Planning: Timeline
Angela Smith
The World Cafe´
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
Purpose of the World Café
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)
Café Etiquette
The World Cafe´
Instructions
Round 1 & 2 (15 minutes)
• Sit at a table with 5-6 other people you don’t know• Respond to Questions 1 & 2 by discussing with your
group and writing, doodling, or drawing your thoughts, ideas, and questions on the tablecloths.
Round 3 (15 minutes)• Respond to Questions 3 & 4 by discussing with your
group and writing, doodling, or drawing your thoughts, ideas, and questions on the tablecloths.
Round 4 (5 minutes)• Complete survey.
Parental Involvement
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“A New Wave of Evidence,” a report from Southwest Educational Development Laboratory (2002)
Regardless of family income or background, students with involved parents are more likely to:
• Earn higher grades and test scores, and enroll in higher-level programs
• Be promoted, pass their classes, and earn credits
• Attend school regularly
• Have better social skills, show improved behavior, and adapt well to school
• Graduate and go on to postsecondary education
To build parental involvement, schools can:
• Outline their expectations and regularly communicate
• Provide opportunities for parents to talk with personnel about their role
• Support parent/family involvement programs (volunteering, inviting to make school decisions)
The World Cafe´
Question 1
What makes the Washington Cluster strong?
Washington Cluster
Strengths
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Pride in the community
Promise and hope of cluster
Legacy, history and culture
Kindergarten through college educational opportunity
Atlanta University Center
Great location in the city! / MARTA-accessible
Diverse community
Affordable housing
Cultural benefits
Attracts revolutionaries
Strong sense of community & family
Pockets of excellence
Resistance and resiliency of residents
Extended day activities (wraparound services)
Cluster Data
Dr. Diamond Jack and Dr. Tasharah Wilson
Elementary CRCT Math
MiddleCRCT Math
Elementary CRCT Reading
MiddleCRCT Reading
Elementary CRCT Science
MiddleCRCT Science
EOCT APS Percentiles:Ninth Grade Lit and American Lit
EOCT APS Percentiles:Geometry and Algebra
EOCT APS Percentiles:Biology
Washington High SchoolCollege Enrollment of 4-year Graduates
What does the community survey data say about Signature Cluster Vision 1st Choice?
Other Responses
6% Blended learning opportunities that include virtual, Web-based, and extended learning (outside regular school day e.g., internships)
5% International studies and languages with an emphasis on business and commerce to include the study of languages such as Spanish, French and Chinese
4% An emphasis on fine arts that include chorus and instrumental music
3% An emphasis on visual and performing arts that include art, theatre, dance and drama
N=64
28, 5%
26, 4%
144, 23%54, 9%
32, 5%
29, 5%
19, 3%
32, 5%
22, 4%
27, 4%
50, 8%
36, 6%
30, 5%
14, 2%
62, 10%
15, 2%
Agriculture, Food & Natural Resources: Plants
Architecture & Construction: Desing & Building
Arts, Audio-Video Technology & Communications
Business Management & Administration
Education & Training
Finance: Banking, Investments & Insurance
Government & Public Administration
Health Science: Care & Prevention
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety & Security
Manufacturing: Mechanical
Marketing, Sales & Service
Science, Technology , Engineering & Mathematics
Transportation, Distribution & Logistics
0 20 40 60 80 100 120 140 160
Student Career Interest Survey Data
What does student survey data say about career interest?
Washington ClusterCareer Interest Inventory Results
Rank Comparison
Brown Washington Cluster
Agriculture, Food & Natural Resources: Plants 8* 7* 9
Architecture & Construction: Design & Building 8* 8 11
Arts, Audio-Video Technology & Communications 1 1 1
Business Management & Administration 3 3* 3
Education & Training 6* 5 6*
Finance: Banking, Investments & Insurance 7* 7* 8
Government & Public Administration 9* 9* 13
Health Science: Care & Prevention 10 4 6*
Hospitality & Tourism 6* 10 12
Human Services 9* 7* 10
Information Technology 4 2 4
Law, Public Safety & Security 5 6 5
Manufacturing: Mechanical 6* 7* 7
Marketing, Sales & Service 11 11 15
Science, Technology , Engineering & Mathematics 2 3* 2
Transportation, Distribution & Logistics 12 9* 14
What does student survey data say about career interest?
Westside Education Forum
Reclaim, Remain, Reinvigorate
January 17, 2015
What is the WCSPT?
Washington Cluster Support Planning Team (WCSPT)
Committed group of vested Westside partners (University Partners, Nonprofit organizations, Parent & Resident Stakeholders, Education Professionals)
• Raising Expectations (RE), Westside Communities Alliance (WCA) Georgia Institute of Technology, APS District 2 Board Member- Byron Amos, Atlanta University Center Consortium, Washington Cluster Advocacy Group (WCAG), and Georgia State University’s Alonzo A. Crim Center for Urban Educational Excellence
• Exist for the purpose of strengthening the Washington Cluster Schools
Approaching educational reform from a new angle using strategies that are community-driven and crafted in collaboration with the school system
Westside Education Forum
Reclaim, Remain, Reinvigorate
What is the purpose of the WEF?
To continue the work of reshaping and redefining the possibilities and opportunities for the historic Washington Cluster
To create a space for dialogue and discussion with diverse and wide range of stakeholders
To ensure the community voice was captured around ways to strengthen the cluster and key concerns
To make sure that Key leaders in the area were thoughtfully targeted
• align the programs, services, development plans and funding support from the business, government, education, nonprofit, civic and religious sectors to support this historic cluster.
Westside Education Forum
Reclaim, Remain, Reinvigorate
Event Snapshot and Community Survey
Pre-Forum Survey:234 captured• Parents, Students, Residents• Key Themes (STEAM, Career & Workplace Readiness, Performing Arts,
Experiential Learning, Wrap Around Services, Service Learning etc.)
WEF: 115 attendees
Diverse representation:
– Parents (APS and Charter)– High School Students– Community Leaders– Educators– Elected Officials– Nonprofits– Religious Community– Fulton County Human Svcs
– Foundation Representatives– Community Advocates– District 2 Residents– Law Enforcement (Local and Federal)– University Representatives– Atlanta Housing Authority
Westside Education Forum
Reclaim, Remain, Reinvigorate
Breakout Session 1:The Challenges of the Cluster
• Need for school personnel to engage community partnerships, specifically to meet the demands of the schools
• Need for more safety in schools and the community (vacant & abandoned housing)
• Need for long-term commitments
• Need for consistent programs and leadership (from the students)
• Need for more alignment among various groups
• Need for more alignment between school & home
• Classroom Size
• Many teachers live outside of the community
• Active Development
• Need for a bottoms-up approach
• Need for consistent administration/leadership
Westside Education Forum
Reclaim, Remain, Reinvigorate
Breakout Session 2:Defining a Successful Cluster
• Increased attendance
• Students taking ownership of their education
• A one-on-one connection with teachers, a genuine concern for students by teachers
• Clearly defined academic goals for the end of elementary/middle/high school for each student
• A decreased drop-out rate
• Use a blended/community school model of engagement
• Speak with one voice
• Honest conversations
Westside Education Forum
Reclaim, Remain, Reinvigorate
Breakout Session 2:Designing a Successful Cluster
• Actively engage families – communities and parents are necessary for success
• Better communication between the rest of the cluster, other schools, entire system, and CBOs and a continuity among them
• Increased strategic & aligned partnerships – schools do not work in isolation
• An appreciation of the uniqueness of each school and neighborhood
• Autonomy of principals to make decisions for their individual schools
• Hire effective teachers, ensuring they focus on the whole child)
• Effective student engagement
• Include voice of all students/youth including those that have dropped out
• Address discipline problems/suspension rates within schools
Westside Education Forum
Reclaim, Remain, Reinvigorate
Breakout Session 2:Designing a Successful Cluster (continued)
• Offer additional programming in: STEAM, Business, Career Readiness,
• Have a structured discipline and positive climate
• Engage students in decision-making process, help them be civically engaged
• Create IDPs (Individual Development Plans) for all students, not just special needs students
• Educate kids where they are – the school should fit the kid, rather than making the kid fit the school
• Tailored classroom sizes (smaller learning environments)
Westside Education Forum
Reclaim, Remain, Reinvigorate
Next Steps
• Assessment of involved organizations strengths, challenges, programs, and create a calendar to circulate.
– WCA- District 2 Data dashboard
• Send snapshot of this event comments/suggestions to APS stakeholders (grad coaches, principals, etc.)
– WEF Summary emailed to the attendees 2/20/2015
• Make the cluster a destination (Reframe the narrative of the neighborhood/schools positively)
– 3 more events tentatively planned to focus on different aspects relative to the Washington Cluster strategy (identified by community stakeholders and parents as points of interest)
Westside Education Forum
Reclaim, Remain, Reinvigorate
Draft Mission, Vision, and Priorities
Dr. Tasharah Wilson and Ms. Amia Burnette
Our Draft Core Values
Inclusivity Including our families, community, staff in our work
In decision-making process and how we operate.
Perseverance Inspire students to become life-long learners through the love
of learning! Relative to being resilient. Perseverance despite
the challenges they face. Inspirational
Excellence Continue to build on our cluster’s legacy of excellence. Define
it. (develop future change agents) Aspirational in all that we
do.
Deep connection between
school and community.
• Connection between Community Development (safety,
housing) and Education
• Community needs to be involved in the planning process
and not just react to the decisions made.
• School, community & decision makers as one body with
the community’s best interests at heart.
• Need for a facilitation process to collaborate effectively
• Incentives for teachers living in neighborhood
A high-performing STEAM and Early College cluster where all students are inspired and supported to reach their highest potential.
Our Draft Vision
Our Draft Mission “A”
Within a structured and supportive community, the Washington Cluster will continue the legacy of excellence by preparing high school students to be college and career ready and join other leaders, participating citizens and advocates who act as community builders.
Our Draft Mission “B”
The Washington Cluster will continue the legacy of excellence supports students in reaching their highest potential through a whole-child and community-centered approach to ensure college and career preparedness.
Our Draft Priorities
Priorities Proposed Initiatives and Actions
S.T.E.A.M Program K-12 Create relationships with local business and universities to expose
students to S.T.E.A.M colleges and careers at various stages in their K-12
experience. Include extended learning in the summer.
Early College Program K-12 Strong partnership with colleges and universities starting with the K-5
experience.
Vertical Alignment
Create a seamless academic curriculum for students from K-12.
Implement social and emotional
services using a wrap-around
services model.
Ensure that opportunities and resources are equal to other districts.
Ensure that the people are taken care of.
Family Counseling & Other Supports such as Communities In Schools
Expand opportunities (field trips, summer programs, beyond basic
curriculum)
Parent - Led Initiatives:
Use parents as a major strength for knowledge, funding, and “hands
on deck” to meet larger school and district goals.
Establish a well-supported parent-to-parent mentoring program.
The World Cafe´
Question 2
Are there any additional priorities that should be considered to fully address the Washington Cluster
challenges?
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
• The next Cluster Planning Team meeting is March 26, 2015 from 5:30pm – 7:00pm at Washington HS.
Charter System Application
Angela Smith
Charter System VideoLieutenant Governor Casey Cagle
APS Charter System Application Timeline and Activities
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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 FY16 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
After Submittal • Georgia Department of Education makes approval/denial to State Board of Education
If Approved • Execution of Contract between the district and State Board of Education
Charter System — Basic Components
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CharterSystem
Commit to Innovation and
Changing District Culture
To innovate, Require Freedom from State Law,
Policy and District Policy
Freedom in Exchange for
Increased Accountability
Goals
Distribution of substantial
autonomy to school (LSGT)
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
51
Local School Governance Teams
Angela Smith
What exactly is an LSGT?
• 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. 53
What Makes a High Quality LSGT?
The GADOE defines these as the building blocks of High Quality Charter System School Governance as:
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LSGT composition reflects the diversity of
the community
Meets regularly and complies with Open Records and Open
Meetings Laws
LSGT focuses on governance and stays 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 Compareto Other School Organizations?
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Characteristics LSGT LSAC PTA/PTO
Structure Voting Body Advisory Body Supporting Body
Primary Purpose Set strategic direction and empower decision making at school level
Advise and make recommendations to school leadership
Support the School
Required? Mandatory for charter systems
Mandatory for traditional systems (replaced by LSGT in charter system)
Optional
Legal Status Legally a part of the district
Legally a part of the district
Legally distinctfrom district
Membership Must have parents& community in majority
Minimumrequirements
Requirements established by individual bodies
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Fulton
• 10 members ES & MS
• 12 members HS
• Principal
• 3 elected parents
• 2 elected teachers
• 2 nominated community members
• 2 students (HS only)
Floyd
• 7 members
• Principal
• 2 elected parents
• 2 appointed community members
• 2 elected staff
Marietta
• 7-11 members
• Principal
• 2 elected parents
• 2 core subject teachers
• 1 nominated school staff
• 1 nominated community member
• Students to committees ad hoc
LSGT Member Composition Examples
Considerations for LSGT Size
Benefits:More ideas, distribution of workload, more diversity of voices, more community buy-in and representation
Cons: Rallying interest, too many cooks, can lengthen meetings
Benefits: Cohesion may be easier to achieve, management of schedules, rallying interest
Cons: Less knowledge when board turns over, less capacity for projects and committees, less representation
Larg
er L
SGT
Smaller LSG
T
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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
• 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.
Sample Proposed LSGT Member StructureLSGT Structure
9 voting members* (size may vary to 7 or 11)
Principal is a nonvoting member
4 Parents elected by parents
3 Teachers elected by staff
2 Community members nominated by the principal
1 HS/MS student is a nonvoting member
Principal and LSGT Chair collaborate on agenda setting
2 year terms with a maximum of 2 terms(following initial staggered terms of 1 and 2 yrs.)
The World Cafe´
Question 3
How will the proposed local school governance team structure impact decision
making and engagement at your school?
The World Cafe´
Question 4
What are the possible challenges to implementing the local school governance
structure?
Voting Activity Instructions #1Choose 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
Principal - nonvoting member
Principal - nonvoting member
5 Parents elected by parents
4 Parents elected by parents
3 Parents elected by parents
4 Teachers elected by staff
3 Teachers elected by staff
2 Teachers elected by staff
2 Community members nominated by the principal
2 Community members nominated by the principal
2 Community members nominated by the principal
1 HS/MS student -nonvoting member
1 HS/MS student -nonvoting member
1 HS/MS student -nonvoting member
Voting Activity Instructions #2
Read components of the proposed LSGT structure. Provide your feedback by placing your dot in the appropriate column.
LSGT Structure Agree Disagree
Principal and LSGT Chair collaborate on agenda setting
2 year terms with a maximum of 2 terms(following initial staggered terms of 1 and 2 yrs.)
The World Cafe´
Individual Reflection
What do you think should be our next steps?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Cluster Community Meetings
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Tuesday, February 10, 2015Douglass Cluster
Wednesday, February 11, 2015Jackson Cluster
Tuesday, February 24, 2015Carver Cluster
Tuesday, February 24, 2015Washington Cluster
Wednesday, February 25, 2015North Atlanta Cluster
Thursday, February 26, 2015B.E.S.T./C.S.K.Y.W.L.A
Tuesday, March 3, 2015Therrell Cluster
Wednesday, March 4, 2015Mays Cluster
Charter System Advisory Committee Meetings
Monday, February 23, 2015
Thursday, March 19, 2015
Thursday, April 16, 2015
Thursday, May 21, 2015
Thursday, June 18, 2015
Center for Learning and Leadership (CLL Auditorium)
130 Trinity Avenue, SW, Atlanta, GA 303036:00 p.m. - 8:30 p.m.
(All meetings are open to the public)
* Additional Cluster Community Meetings to be held in April 2015
Monday, March 9, 2015Grady Cluster
Wednesday, March 11, 2015South Atlanta Cluster