February 19, 2014

South Atlanta Educational Complex’s Journey: Where we were, where we are, where we are going

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• Welcome and Purpose• Acknowledgement • Small School Presentations• Community Vision Presentation• Response from Special Guests• Closing Remarks

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The Vision of the South Atlanta Cluster is to provide a seamless and supportive Pre-K through 12th grade learning experience, preparing students for college and career success.

SOUTH ATLANTA CLUSTER’S VISION

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The South Atlanta community will collaborate and communicate to promote campus-wide consistency in the pursuit of excellence.

SOUTH ATLANTA EDUCATIONAL COMPLEX’S VISION

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Administrators SchoolsJarod Scott (Principal) Computer Animation and Design (CAD)

Dr. Patricia Ford (Principal) Health & Medical Sciences (HMS)

Charlotte Davis (Principal) Law & Social Justice (LSJ)

SMALL SCHOOL’S PRESENTATIONS

February 19 , 2014Jarod M. Scott, Principal

South Atlanta School of Computer Animation & Design

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• HST Initiative 2006• Rigorous & challenging career focused themes • Personalized, responsive & supportive learning environment• Partnerships: 22 million

– Bill & Melinda Gates Foundation– Arthur Blank Foundation and– Institute for Student Achievement

Why Small Schools?

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Our mission is to develop a community of leaders equipped academically, personally, and socially to

find creative solutions to 21st century opportunities by providing a rigorous, interdisciplinary,

personalized learning environment.

“100% of CAD students will graduate on time, prepared for college and/or other higher education

and a quality life as a productive citizen turning their dreams into reality."

CAD Mission and Vision

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Total Enrollment: 310School wide Title I56% Male & 44% Female 98% African American 16% Special Education 97% Free/reduced lunch 29% Transient rateValue Added Score 10 Two pathways: Computer Animation & Industrial

Design (Engineering)

CAD Demographics

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• Interactive Parent Center• Monthly parent engagement opportunities

– Bring your Parent to School Day – Guidance Nights– Training and workshops for parents – Monthly Coffee Talks with the Principal

• Partnerships– Project GRAD Atlanta – Hartsfield-Jackson Airport – McDonalds – The Home Depot– Turner Broadcasting– Institute for Student Achievement/ETS– Morehouse and Spelman Colleges

Parent & Community Engagement

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• James Atkins (2012), selected as CAD’s first Gates Millennium Scholar• Miaya Faniel (2013), selected as CAD’s second Gates Millennium Scholar• Dyquavius Brunson (2013), Winner of the National

Black Arts Festival Digital/Graphic Arts Competition Youth Division

• Veronica Manual (2013), first dual enrolled student to enroll full time at Atlanta Area Tech

• Industry Certified Engineering Program

Why we engage in this work: Student Highlights

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• Katherine Davis and Jania Hoover (2013) contributing authors to the book Keep the Fire Burning: Avoiding Teacher Burnout• Cinzia Thomas (2013), featured in the Atlanta Journal Constitution for her role in improving the graduation rate at SAEC • Jania Hoover (2013), APS District Trainer for Common Core Standards Implementation • Keene Walker (2013), CAD Teacher of the Year• Phyllis Hayden-Johnson (2013), CTI Coordinator of the Year for the

State of Georgia • Cheryl McLaurin (2013), Regional Social Worker of the Year• Diana Pierra-Louis (2013), selected to consult with the Department of

Defense as a Language Specialist

Gate Keepers of the Work:Staff Highlights

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• Empowering teachers as leaders • Veteran Teacher Mentors • Peer to peer teacher support & sharing of best practices • Teacher Learning Center & Data Room• Common planning for Interdisciplinary Teams• Job embedded Professional Development and Blended Learning • Instructional coaching (informal classroom observations

extensive feedback, one-one-coaching & demonstration, PLC facilitation support)

• Built in Vertical Team collaboration and planning time • 21st century technology in all classrooms

A Collaborative & Supportive Environment for Teachers

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The Challenge: High-risk data

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Color Scale: Change in Grad Rate

+6

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• 9th Grade Transition – Assess/interests

• Advisory & Distributed Counseling • Increased Learning Time• Flexible Learning Plan• Collaborative & purposeful planning time for teachers• Progress monitoring • 4x4 scheduling & Academic Support Classes (Math & ELA) • 9th Grade Professional Learning Community

– Dedicated core of teachers & support staff

• Writing across the curriculum

The Opportunity: Personalized, Responsive & Supportive (9th Grade Support)

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• Graduation Coach, Counselor • Full Time College/Career Center• College Admissions Advisor• Credit Recovery & Grad Point • Tools for College Success Class • Graduation Coach, Counselor • Dual Enrollment• Advisory & Distributed Counseling• Weekly Town Hall Meetings • SAT/ACT Prep • Mentoring program• Summer college & career Institutes

Personalized, Responsive & Supportive (Move on when Ready)

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Indicator 2010-11 2011-12 2012-2013 2-year gains

GHSGWT (Writing)

83% 83% 90%  + 7

SAT 1125 1164  1197 + 72

Value Add NA 10 10 -

EOCT 2010-11 2011-12 2012-2013 2-year gains

9th Grade Lit. 57% 52% 63% + 6

American Lit. 83% 74% 70% - 13

Biology 30% 66% 67% + 37

US History 49% 78% 73% + 24

Economics 66% 54% 80% + 14

Math I 22% 52% NA + 30

Math II 13% 20% 27% + 14

Higher Student Achievement – 3 Year Trends

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CCRPI Indicator 2010-11 2011-12 2012-2013 1-year difference

Graduation Rate 57 60 55 -5

Graduates not requiring remediation

NA 23.8 12.2 -11.6

Advanced Placement NA 50% 51.1  +1.1

Pathway Completers NA 45.9% 57.8%  + 11.9

Lexile greater than 1275 on American Lit

NA10.6% 27.4% + 16.8

% scoring at the exceeds level EOCT

NA6.2% 17.5% +11.3

Attendance Rate NA 93.91 94.10 +0.19

Post-Secondary Readiness

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  Old SAHS CAD CAD  

 

% Passing

2006 -

2007

% Passing

2011 -

2012

% Passing

2012 -

2013

Points

Growth Over

Former SAHS

Grad Rate74%

(87%) 60 55 +13

9th Lit. 25 52 63 +38

American Lit. 49 74 70 +21

GHSWT 79 83 90 +11

Biology 17 66 67 +50

US History 25 78 73 +48

Economics 28 54 80 +52

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FOCUS: CAD EssentialsRadically Improving Student Learning

Instructional Framework

Authentic Literacy (writing & vocabulary development in every class)

Critical Thinking Through Complex Writing Feedback & Revision

Sound Lessons & Planning (TKES) Opening Work Session Closing

Reasonably Coherent & Content Rich Curriculum (CCGPS)Opportunity to Learn (time & viability) Creating the Evironment of Learning

February 19 , 2014Dr. Patricia Ford, Principal

South Atlanta School of Health & Medical Sciences

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South Atlanta School of Health & Medical Sciences (HMS)

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Demographics/Who are We?

Students Total Enrollment: 308 43% Male & 57% Female 94% African American 13% Special Education Mobility Rate 23% Two pathways: Nursing &

Therapeutic Medicine

Staff Principal Counselor Instructional Coach 2 Assistant Principals 33 Faculty & Staff

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• Relationships

• Relationships

• Relationships

What’s Working

Let’s analyze our performance… According to the 2013 EOCT

results in 9th Lit:

15% exceeded standards

59% of All students met standards

41% of All students did not meet standards

According to the 2012 EOCT results in 9th Lit:

5% exceeded standards

63% of All students met standards

37% of All students did not meet standards

Let’s analyze our performance… According to the 2013 EOCT

results in Biology:

14% exceeded standards

53% of All students met standards

47% of All students did not meet standards

According to the 2012 EOCT results in Biology:

10% exceeded standards

54% of All students met standards

46% of All students did not meet standards

Let’s analyze our performance… According to the 2012 EOCT

results in Math I:

6% exceeded standards

52% of All students met standards

48% of All students did not meet standards

According to the 2011 EOCT results in Math I:

4% exceeded standards

37% of All students met standards

63% of All students did not meet standards

Let’s analyze our performance… According to the 2012 EOCT

results in American Lit:

17% exceeded standards

92% of All students met standards

8% of All students did not meet standards

According to the 2012 EOCT results in American Lit:

13% exceeded standards

81% of All students met standards

19% of All students did not meet standards

Let’s analyze our performance… According to the 2012 EOCT

results in Math II:

1% exceeded standards

28% of All students met standards

72% of All students did not meet standards

According to the 2013 EOCT results in Math II:

6% exceeded standards

77% of All students met standards

23% of All students did not meet standards

Let’s analyze our performance… According to the 2012 EOCT

results in US History:

12% exceeded standards

59% of All students met standards

41% of All students did not meet standards

According to the 2013 EOCT results in US History:

20% exceeded standards

64% of All students met standards

36% of All students did not meet standards

Let’s analyze our performance… According to the 2013 EOCT

results in Economics:

28% exceeded standards

90% of All students met standards

10% of All students did not meet standards

According to the 2012 EOCT results in Economics:

32% exceeded standards

94% of All students met standards

6% of All students did not meet standards

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• Candid Conversations: All students Can Learn!!• Human Capital • Creation of Professional Learning Communities• Alignment of Resources• On-going Professional Development• Weekly Data Talks • Creation of A Collegial Culture• High Expectations

THE WORK: EVERY CHILD EVERY DAY

February 19 , 2014Ms. Charlotte Davis, Principal

South Atlanta School of Law and Social Justice

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Community Vision

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• Offering of more academic workshops for parents

• Hispanic Community Outreach• Host Campus wide meetings when applicable • Provide advance notice of meetings• Community Outreach through Neighborhood

Walk• Developing Partnership with Business,

Community & Faith-Based Organizations

Community Involvement

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• Establish a cohort of subject area teachers that share 9th grade students

• Utilize 9th Grade Assemblies• Establish Common planning for 9th Grade

Academy Teachers• Assign each student to an adult Mentor/Advisor

9th Grade Learning Academy

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• Schedule a double dose of Math, ELA, and Science for each 9th grade student

• Utilize Saturday Academy and credit recovery programs through Grad Point and Virtual Academy

• Increase learning time through extended Advisory to address academic concerns

9th Grade Learning Academy (cont.)

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• Propose to hold the 2014 Crawford Long Middle School Transition at the South Atlanta High School along with pinning ceremony for future academy.

• Use physical structure of school to separate 9th grade students as a whole

• Create a 9th Grade Transition Program• Use of BASI Universal Screener as well as other

diagnostic tools to identify student needs.

9th Grade Learning Academy (cont.)

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Recruitment / Retention Highly Effective Teachers

• Establish common planning and meeting times for both grade level and content

• Distribute Peer-Leadership roles among the faculty and staff

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• Change to 4x4 scheduling from 4x8

• Utilizing AP Potential and/or Accuplacer• Establishing Peer Mentoring programs• Utilizing Grad Point and online learning sites for

credited remediation and acceleration • Utilizing Extended Advisory learning time• Expanding dual enrollment and partnerships• Establishing a Peer Mediation program

Interventions and Preventions to Support Student Success

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• Two Full-time School-based Resource Officers

• Morning Entrance into Building – Metal Detector Screening

• School Resource Officer Placement in the Morning

School Safety & Security

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• Weekly Building Council Meeting

• Shared Advanced Placement Courses

• Shared Elective Classes

• Opportunity to join Career Student

Technical Organizations (CTSO)

Resource Sharing

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• Questions• Answers • Closing remarks

February 19, 2014

Thank You