Board of Education MeetingFebruary 5, 2018

Academic Program Updates & Proposed

Changes

• Turnaround Strategy

• Alternative Education Programming

• Summer Experience 2018

Agenda

2

• Empower and equip parents/caregivers and alumni to become informed advocates for children

Academics

School leadership

Students engaged and ready to learn

Urgency of the situation

1

2

5

Teachers

4

3

• Provide all APS students with access to consistent, high-quality instruction• Supplement instruction with intensive direct-to-student support targeted at

expediting progress in literacy and math

• Increase coaching and support to school leaders to develop their skills as turnaround leaders

• Recruit and place strong, turnaround-experienced leaders

• Attract, develop, support, and retain high quality teachers across the district• Differentially staff high-quality teachers in high-need schools

• Deliver targeted support to address non-academic needs (e.g. social/emotional, health, nutrition) enabling children to be more ready to learn

• In collaboration with communities, pursue operating model changes where turnaround requires more significant change than the district can address using programmatic approaches (e.g., consolidation, partnership with non-profit charters to operate schools, school reset)

The School Turnaround Strategy continues to focus on six key themes

Parents & alumni as partners

6

3

The tiered support approach continues to serve as the framework for the turnaround strategy

Objective

FoundationalSupport

(all schools)

Intensivesupport

Targeted Interve-ntions

Lay strong instructional foundation for all schools• District-wide instructional framework and consistent

theory of action• District-wide balanced assessment to support instruction• Improved quality and consistency of all teacher and

leader professional learning

Build leader and teacher capacity; help children to be ready to learn; reinforce literacy and math skills

• Targeted professional learning for school leadership teams and teachers focused on school turnaround

• Recruiting and placing strong turnaround leaders• Accelerating and strengthening wraparounds to support non-

academic needs• Resource-efficient strategies to reinforce literacy, math skills

Increase time and focus on foundational skills; deepen capacity building

• Menu of options for schools to deliver intensive, high quality student learning time: reading/math specialists, high dosage tutoring, extended day/year and/or vacation academies

• Additional investment in capacity building (e.g., dedicated professional learning time) and expert led collaborative planning

Based on performance, trajectoryand school context, and incorporating community engagement, some schools in this segment may be considered for operatingmodel changes (e.g., full or partial school reconstitution, non-profit charter operator, consolidation)

Basedon the

currentschool

leader's turnaround experience

and capacity, some schools

in this segment may be considered

for new school leadership

• District-wide parent and alumni engagement strategy

4

In November 2017, the Governor’s Office of Student Achievement identified 16 APS schools as “Turnaround Eligible”; extensive investments & changes are already underway in all 16 schools

Schools Undergoing Operating Model Changes1 Gideons ES Operated by Kindezi effective 17-182 Harper-Archer MS Phasing out one grade at a time effective 17-18; launching new middle school one grade at a time; additional

investment to fund targeted professional development & support with Harvard Data Wise3 Hollis Innovation

AcademyClosed Bethune ES in 16-17; reconstituted staff and relaunched as new K-8 STEM Academy; receiving targeted support

4 Price MS Operated by Purpose Built Schools effective 17-185 School of Tech at Carver Merged with Carver Early College; reconstituted staff; phasing out one grade at a time - final year of

operations is 17-18 school year6 Thomasville Heights ES Operated by Purpose Built Schools effective 16-177 Woodson Park Academy Operated by KIPP effective 19-20; receiving targeted support

Schools Receiving Targeted/Intensive Support8 Boyd ES Receiving targeted support; new principal hired for 17-18 school year

9 Obama Academy Receiving targeted support; proven turnaround principal hired in 15-16

10 F. L. Stanton ES Receiving targeted support

11 Fain ES Receiving targeted support; proven turnaround principal hired in 16-17; school scheduled to merge in 19-20

12 Finch ES Receiving targeted support; intensive leadership support from The Rensselaerville Institute; new principal hired for 17-18

13 Kimberly ES Receiving targeted support; intensive leadership support from The Rensselaerville Institute

14 Scott ES Receiving targeted support; new principal hired in 16-17 school year

15 Long MS Intensive leadership support from Relay Graduate School of Education

16 Young MS Receiving intensive tier of support; intensive leadership support from The Rensselaerville Institute; proven turnaround principal hired in 16-17 school year

5

In the 18-19 school year, a refined investment strategy will include 2 new targeted level support schools in alignment with state turnaround eligible schools list & continued support from partners

SY 2018-2019Partnership Schools

Thomasville Heights GideonsSlaterPriceCarver HS*

Foundational Level(All Schools)

Intensive Level(6 Schools)

Targeted Level(14 Schools)

MilesPeyton ForestDunbarContinental ColonyDouglassUsher-Collier* (phasing out of targeted support)

All schools

Hollis Innovation BoydTuskegee Airmen Woodson ParkObama AcademyFainFinchFL StantonKimberlyScottPerkersonTownsYoung MS* Long MS*

SY2018-2019Rensselaerville Institute

Support Schools

Cascade FickettBunche Brown Washington

*New Schools for 18-19 6

A staff retention plan & new school launch strategy is being implemented to ensure smooth transitions where there are future operating model changes

Harper Archer MS & John Lewis Invictus Academy

Woodson Park Academy

Fain ES & Towns ES Merger• 19-20 opening at newly renovated Harper Archer MS site• Design committee in place for renovation• Towns ES principal, Dione Simon-Taylor, has been identified to serve as

principal; will begin 1½ year planning, design & engagement process• Retention bonuses will be offered for 18-19 school year to ensure

continuity

Harper Archer MS Phase-Out & Launch of John Lewis Invictus Academy• John Lewis Invictus Academy will add 7th grade class in 18-19 school year• Retention bonuses will be offered to Harper Archer MS staff for 18-19

school year to ensure continuity

Woodson Park Academy• Finalizing contract with KIPP to support 19-20 launch of partnership• Planning and fundraising continues with KIPP, YMCA, and Grove Park

Foundation for new facility• Retention bonuses will be offered to staff for 18-19 school year to ensure

continuity

Fain ES &Towns ES

7

In alignment with approved turnaround strategy, a full school reconstitution is being recommended for Perkerson ES

FoundationalSupport

(all schools)

Intensivesupport

Targeted Interve-ntions

Based on performance, trajectoryand school context, and incorporating community engagement, some schools in this segment may be considered for operatingmodel changes (e.g., full or partial school reconstitution, non-profit charter operator, consolidation)

Basedon the

currentschool

leader's turnaround experience

and capacity, some schools

in this segment may be considered

for new school leadership

Process

• The new principal will have the opportunity to interview and select staff for all positions.

• APS will not assign staff to the reconstituted school.• Current staff will be required to apply and participate

in the interview process to secure a position in the reconstituted school.

• Current staff who are not interested in working in the reconstituted school will have the opportunity to apply for other vacant positions within APS, but will not be force-placed in another APS school.

• Any contracted staff member not selected for another position within APS via the interview process by May 15th will go through the non-renewal process.

• Classified employees not selected for another position in APS by June 30th will go through the civil service termination process.

Rationale

• School is not making academic progress despite significant turnaround investments; only “targeted support” school to regress in 16-17

8

• Turnaround Strategy

• Alternative Education Programming

• Summer Experience 2018

Agenda

9

Innovative Practices

• Partnership with Atlanta Virtual Academy ensures greater access for students outside of school

• Year-round Credit Recovery Program

• PD from Mindquest21 on project-based learning with incorporation of trauma sensitive approach

Social Emotional Learning

• New school based SEL coach charged with providing staff training and student support

• SEL advisory lessons part of the daily instructional schedule

• “Eagles Nest” includes the admissions office for transition support as well as therapeutic intervention opportunities from two behavior specialists & Chris 180 therapist

• Incorporation of a restorative practices model

Key Partnerships

• Promise Center-FHA: students given the opportunity to receive on site services

• Atlanta Project Non-Profit: donates monthly washing detergent products for students

• Department of Juvenile Justice: representatives conduct weekly mentoring visits with students to increase student attendance and parent communication

• Profile Barbering Institute: two free haircuts per month for FHA students

• New Pathways, Inc.: student and parent incentives for attendance and academics

• Re-Imagine Atlanta: instruction on filming, editing and video production to FHA students

Forrest Hill Academy emphasizes innovative practices, SEL, & partnerships to strengthen student experience

10

Recidivism RatesCohort 2016

• 1 FHA Enrollment: 52% of cohort • 2 FHA Enrollments: 23% of cohort

• 3 FHA Enrollments: 25% of cohort

Cohort 2017• 1 FHA Enrollment: 45% of cohort

• 2 FHA Enrollments: 31% of cohort

• 3 FHA Enrollments: 24% of cohort

Graduation RatesCohort 2015

• 4 Year Rate: 27% • 5 Year Rate: 31%

Cohort 2016

• 4 Year Rate: 24% • 5 Year Rate: 28%

Cohort 2017

• 4 Year Rate: 28% • 5 Year Rate: TBD (The percentage

of 5 year graduates for Cohort 2017 is TBD)

Recidivism rates and graduation rates of FHA students have remained relatively consistent over the past few years

11

Plans are underway to launch full-time online program through Atlanta Virtual Academy beginning in 18-19 school year; program would allow 9-12 graders to take core classes, World Language, Health, PE, select CTAE pathway courses, as well as Honors and AP courses.

Benefits of the Full-Time Virtual Program • Provides flexible learning option with teacher-led virtual classroom environment • Allows student to enroll at Crim HS as full-time student but not required to come

on campus; students can come to Crim for support if desired• Meets the unique needs of students and families• Allows APS to stay relevant with educational trends and provide the same

learning options that surrounding districts are offering• Allows APS to attract students who have left the district for other full-time online

options or who are currently being home-schooled

Crim HS is evolving to provide innovative learning options that are tailor-made to fit student needs

12

The Full-Time Virtual Program will likely attract four distinct student groups

Home School Students

Private School Students

Current APS high school students

1

2

Students currently enrolled in other virtual programs

4

3

• Most recent data show over 400 applications on file with the state for home-schooled students in Atlanta.

• Private school students are currently able to complete AVA courses at a cost; full-time online option may attract some private school students to APS.

• For school year 2017-2018, there were approximately 300 students who left APS high school for a full-time virtual program. One popular virtual charter school focused on metro Atlanta is slated to close at the end of this school year.

• Many students may desire a more flexible learning environment; this is not currently an option for a student who wishes to remain enrolled at APS.

13

Grading• Will follow the districts’ grading policy• Students will receive a 9 week

progress grade and a final grade at the end of 18 weeks

Scheduling• Courses will be on the student

transcript with the virtual course number

Course Load• 4 Core Course is the Maximum• 2 Elective and/World Language

Combination

Attendance Policy • In order for a student’s legal

attendance to be counted, he/she MUST log into their course each day that school is in session.

• If student skips logging into his/her course, it is the equivalent of skipping or arriving late. The student is marked absent for the day.

• Students who have 10 days of consecutive absences within the first 20 days of school will be dropped from courses.

The Full-Time Virtual Program will require the implementation of consistent academic and attendance policies

14

• Turnaround Strategy

• Alternative Education Programming

• Summer Experience 2018

Agenda

15

The Challenge

• Summer School has felt very punitive to students, resulting in low enrollment and attendance. APS Summer School competes with many other summer programs that offer high quality enrichment experiences for students; these programs often have a strong brand and are more attractive to families and students

The Goal

• Engage more students in meaningful summer experiences that extend their learning beyond the classroom and that serve to spark students’ intellectual curiosity

The Opportunity to Rethink our Approach to Summer School

• Our approach considered:

• The specific needs of individual schools and clusters and their unique ability to attract students to a summer experience if they have ownership of the program

• The existing community-based and district-wide partnerships that have the ability and desire to expand their impact

• The needs of students beyond those who are in need of intense remediation

• The opportunity to create leadership development experiences for aspiring leaders in alignment with the district’s talent strategy

• The flexibility allowed with the consolidation of federal funds

We have spent several months planning for a new approach to summer programming

17

Schools & Clusters are receiving summer funds directly and have selected from a menu of options for their summer experience

Elementary School Summer Options

Description of Options Schools’ Selections

Option 1: STEAM Camp STEAM Camp that focus on making learning hands-on with an emphasis on arts and technology

32 schools will facilitate STEAM Camp programs (9 of the 32 schools will serve as host sites for the STEAM Camps)

Option 2: School or Cluster Partnership School and/or cluster collaborate to ensure more students are served through existing or new summer partnerships

7 schools will partner with external partners

Option 3: Design Your Own School and/or cluster creates their own summer school program

3 schools designed their own programs

Middle School Summer Options

Description of Options Schools’ Selections

Option 1: 6th Grade Bridge Program School offers a summer bridge program for rising 6th graders to ensure smooth transition to middle school

No schools elected to host a 6th Grade Bridge Program

Option 2: School Partnership School ensures more students are served through school-specific summer partnership; invests in “case management” approach to ensure students have a plan

6 schools will partner with existing external partners

Option 3: Design Your Own School creates their own summer school program

4 schools designed their own program

Option 4: K-8 option with Cluster Middle School partners with elementary schools to extend elementary options for cluster (e.g. K-8 STEAM Camp)

No schools elected to implement this model

18

High School Summer Options

Description of Options Schools’ Selections

Option 1: 9th Grade Bridge School uses available dollars to offer a summer bridge program for rising 9th

graders to ensure smooth transition to HS

5 schools elected to host 9th Grade Bridge Programs

Option 2: Credit Recovery(Evening or Saturday School; Freshmen Summer Academy; Atlanta Virtual Academy Summer Program & WINGS)

Launch high school evening or Saturday programs in January to provide credit recovery classes (not online) before the summer; provide MARTA passes

Create a Freshman Summer Academy for freshmen who fail a course; in-person instruction (not online) with Teach For America as a possible partner

Invest in WINGS @ West End & Atlanta Virtual Academy access for students in need of credit recovery during summer

4 schools will host Evening School

8 schools will have summer credit recovery programs

2 schools will host Freshmen Summer Academies

2 school programs will host summer credit recovery opportunities

Option 3: High School Summer Enrichment Programs

Enrichment program at one central high school site to provide high school students with access to arts-based programming, AP & IB Boot Camp, SMSEA and CTAE exposure opportunities (possibly with work-based partnership opportunities)

Grady HS will serve as the host site for the summer enrichment programs

High Schools have flexibility to use summer funds for credit recovery during the school year and for summer enrichment (Several high schools are hosting multiple options)

19

The strategy includes investing in partners with a proven track record of providing enriching experiences to APS students

Scope of Work:• Provide summer programming and activities that are developmentally

appropriate and provide opportunities for participants to build skills that support their academic, physical and social-emotional growth and success.

• The summer programs must provide a safe, clean, and responsive learning environment that is committed to diversity, tolerance and inclusion.

• Must have a clear mission that supports the vision of Atlanta Public Schools, well-defined goals, sound fiscal management, and clear policies and procedures that support quality and sustainability.

20

High Level Timeline

Roll out formal options and budgets to principals; Launch RFQ for Partners

NovemberPlanning Begins;begin developing communication materials

January March

Hire staff; begin registration for summer programs

Training for staff; final communication to families

May

Present ideas to principals and departments for feedback

OctoberSchools & Clusters select their Summer Program Options

December FebruaryBring partners to Board for approval; Identify leaders for Summer Program; announce plans

Continue planning, hiring, and registration

Summer Programming!

April June - July

We are

here

21

Appendix

2015-2017 Forrest Hill Academy: School Enrollments

Start Status

Description Student Count‘15-16

Student Count ‘16-17

A Admitted from home school 1

B Re-entered after withdrawal, this school year 8 3

C Continuing in same school 124 189

D Entered from a Dept of Defense School 15

I Re-entered after incarceration 48 21

O Transferred from another state or country 6

R Re-entered – Other 11 2

S Re-entered after illness 4

T Transferred from another GA district 40 24

U Transferred/promoted within the same school system 396 412

‘15-16 SY -653 unique enrollments/549 total students; ‘16-17 SY -651 unique enrollments/556 total students

23