Washington Cluster Community-wide Planning …...• The cluster plan will guide the academic direction for students within each cluster. • The cluster plans will inform the FY16

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

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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



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.



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



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



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



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



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)



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)



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

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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 appointed community members

• 2 elected staff

Marietta

• 7-11 members

• Principal


• 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












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

66

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

Washington Cluster Community-wide Planning …...• The cluster plan will guide the academic direction for students within each cluster. • The cluster plans will inform the FY16

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