Turnaround Strategy Update
Atlanta Board of Education
February 6, 2017
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Agenda
Initiative Update
Partnerships
Evaluation
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• Empower and equip parents/caregivers and alumni to become informed
advocates for children through: involvement with GO Teams and cluster teams,
the establishment of an APS Alumni Council, and the provision of programs such
as PLUS (Parent Leaders United for Students) and Parent University
Academics
School leadership
Students engaged
and ready to learn
Urgency of the
situation
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2
5
Teachers
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• 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 focuses on six themes that emerged
as priorities throughout our stakeholder engagement process.
Parents & alumni
as partners
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3
The Turnaround Strategy is structured to provide intervention and
support at the foundational, intensive, and targeted tiers.
Objective Level
Foundational
support
Intensive
support
Targeted
Interve-
ntions
All schools
6 schools
Young; Miles; Peyton
Forest; Dunbar;
Continental Colony;
Douglass
15 schools
Hollis Innovation
Academy; Boyd;
Tuskegee Airmen
Academy; Woodson
Park; DH Stanton; Fain;
Finch; FL Stanton;
Gideons; Kimberly;
Scott; Slater; Perkerson;
Towns; Usher-Collier
Note: D.H. Stanton ES has also been invited to participate in some targeted interventions, including high-dosage tutoring
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)
Based on
performance,
trajectory
and school
context, and
incorporating
community
engagement,
some schools
in this segment
may be considered
for operating
model changes
(e.g., full or partial
school reconstitu-
tion, non-profit
charter operator,
consolidation)
Based
on the
current
school
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
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Implementation on most initiatives is going well; we continue to provide
support and guidance in those areas that experience challenges.
Initiative Update
Vacation Academy School sites have been identified. The recruitment process has begun for site administrators.
Assessment System All grade bands (elementary, middle, & high) have administered one assessment. The second administration of
benchmark assessments began on Feb. 1. In addition, schools are using the unsecured bank of items to
create and administer common assessments.
High Impact Tutoring Site visits were conducted to support schools that experienced implementation delays. Tutors continue to
receive training on the iReady resources so that they can provide differentiated support to students. Based
upon feedback, we are revisiting the current model to improve efficiency and delivery of service to students.
Summer Leader
Academy
During an intensive week at Harvard University in Summer 2017, principals will learn the Data Wise
Improvement Process, a step-by-step process for using a wide range of data sources—from standardized tests
to student work to observation of teaching practice—to improve instruction and student outcomes.
Leader Recruitment The Office of Human Resources engaged in a national recruitment campaign for principal candidates and,
along with the Associate Superintendents of Schools, has established a pool of 30+ highly-qualified candidates
for potential turnaround leadership vacancies.
High Quality PLCs Boyd ES began implementation in the fall with an extensive Needs Assessment conducted by our partner
vendor. Teachers and leaders will receive professional development and coaching to support PLCs and
Mathematics instruction.
Instructional Coaches Coaches continue to receive professional learning support. Central office instructional support staff and senior
leaders participated in the same training that coaches received in Summer 2016 to develop a common
language and approach to supporting teachers.
Reading & Math
Specialists
Specialists continue to provide direct supports to students, and participate in professional learning
experiences, including site-based coaching support.
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Implementation on most initiatives is going well; we continue to provide
support and guidance in those areas that experience challenges.
Initiative Update
Summer Teacher
Academy
Due to scheduling of required district-wide professional learning, the summer teacher academy will not occur.
Targeted PD Grades 3 - 5 teachers receive differentiated professional learning in mathematics to deepen their content
knowledge and use of instructional practices. The final session is scheduled for Saturday, February
25th. Teachers will receive Mathematics resources to support the implementation of the strategies that they
have learned.
Teacher Recruitment Turnaround teacher positions were posted on January 15th . Teacher Interview Day is scheduled for February
2017.
Non-Academic
Support
Data reviews with principals began on February 1st. Care Teams are meeting monthly with wrap around
staff. Turnaround FTEs are providing targeted support to students and families.
Social-Emotional
Learning
Schools are receiving direct weekly coaching support on curriculum implementation and SEL integration
strategies throughout the campus. Mid-year checkpoints were just reviewed with campus principals and will be
part of the next campus SEL Team discussion.
Partnerships Partners continue to engage parents and community members through outreach activities. The selection
process for teachers has begun.
Family/Alumni
Engagement
The selection process for the Director of Family Engagement is complete. A recommendation is included on
tonight’s HR Personnel Report.
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1.
Establish objectives and
initiatives that support our goals
.
3.
Our model of continuous improvement is shaping how we approach
implementation and continued support next school year.
Proposed Adjustments
Principals may select options within three
categories in order to customize specific
models that best fit the needs of their
students and school.
Potential Options
1. Extended Learning Time
Option A: Intervention Block during
school day
Option B: Saturday Academy
Option C: Extended Day
Option D: Vacation Academy
Option E: Additional Specialists
2. Focused wrap-around services support
3. Professional learning opportunities
Based on the most recent CCRPI scores,
we may include additional schools that
demonstrate a need for more support,
(dependent upon available funding).
Implement
initiatives, monitor,
and collect data. .
Analyze data, engage
stakeholders, and
conduct observations. .
Collaborate with
stakeholders to
adjust and
improve selected
models.
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Agenda
Initiative Update
Partnerships
Evaluation
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Purpose Built Schools and Kindezi are making preparations for the
Gideons, Slater, and Price transitions for the 2017-18 school year.
Purpose Built Schools Kindezi Schools
Hiring staff
Principals for Slater and Price have been
confirmed.
Priority interviews and classroom observations for
current staff are in progress and are on schedule
for completion by January 31st.
Hiring for external candidates will begin in
February and is scheduled for completion in
March.
Community outreach
GO Team meetings are in process and have been
scheduled through May 2017.
The PBS outreach team is identifying candidates
for the remaining community member seats (2)
and swing seat (1).
Plans to expand the Early Learning program are
moving forward; applications will be submitted to
DECAL for two (2) additional Pre K classrooms
(1-Slater and 1-Thomasville) for 2017/18.
Purpose Built continues to provide community
outreach services to the Thomasville community;
they are working with various agencies to support
individuals who are trying to return to the
workforce.
Hiring staff
The principal for Gideons has been confirmed.
Kindezi hosted a school tour/staff meet and greet
for interested instructional staff.
Candidate interviews and class demonstrations are
in progress, and are scheduled for completion in
March.
The Office of Early Learning has provided a list of
qualified Pre K Lead Teacher and Assistant
Teacher candidates for interview consideration.
Community outreach
Kindezi administrators have begun conducting
visits to the homes of current Gideons’ students;
the targeted goal is to visit each student’s home
twice before Day One.
A recruitment plan for Pre-K students is currently in
development.
The Principal is in the process of meeting with
newly elected GO Team members and is identifying
a candidate for the open parent seat.
Elections for remaining seats will be held in the fall,
once school opens.
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The Rensselaerville Institute continues to provide job-embedded
support to principals.
• Each school has an assigned turnaround
specialist
• An immediate focus was on the leaders’
increased time in classrooms and
analysis of data at the classroom level to
inform change for children
• Focus is on core behavior changes and
leadership development as a means of
building durability of change at the
building level
• Principals just completed mid-year
training in Seattle, WA focused on
course corrections to support new
thinking and action
Schools Served
Mays Cluster: • Adamsville Primary
• Miles Intermediate
• Peyton Forest ES
• Young MS
Therrell Cluster:• Continental Colony
• Kimberly
Carver Cluster:• Finch ES
• Perkerson ES
• Sylvan Hills MS
• Carver HS
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The Rensselaerville Institute has intentionally integrated its work
with APS initiatives to ensure seamless support for principals.
• Support for Principals aligned to:
o Instructional practices and units of study
o SEL
o Data use
o Calibration and alignment via walk-throughs
• Successes and Learnings:
o Principals appreciate the investment in them and need the support
o Principals are embracing this support and demonstrate a willingness to
work the strategies
o Principals have developed solid connections with Turnaround
Specialists who work alongside them
o Principals have welcomed collaboration
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Community Sparkplug projects, funded through The Rensselaerville
Institute’s fundraising efforts, kicked off in the Mays Cluster in January 2017.
What is a Community
Sparkplug Project? • Results-focused efforts to
improve life chances for
young people
• Driven by local folks – not
outsiders or organizations
• Implemented in or around a
neighborhood school
• Implemented in a time-
compressed way over 6
months
• Moving quickly from talk to
action
• Makes the best use of scarce
resources
Copyright © The Rensselaerville Institute. All rights reserved.
Community Sparkplug A resident volunteer with an idea about
how to change something in his or her community that helps increase life
chances for young people. This person galvanizes a team of others.
Neighborhood School A neighborhood school that is currently partnering with School Turnaround at The
Rensselaerville Institute.
Community Sparkplug Project
Examples include: Walking school brigades; carpools established for
getting kids to school who have missed the bus; after school book
clubs; and community gardens.
Community Stakeholders
and Investors People and organizations in the
broader community who can be helpful to Sparkplugs and their
projects.
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The Community Sparkplug projects, focused in the Miles, Adamsville and Peyton
Forest communities, are varied and derived from community members’ ideas.
Benefiting Kids
in Which
School(s)?
Project Name Project Idea Intended Outcome
Adamsville One-on-One
Reading
Designed to help boys develop a love of
reading; includes individual reading tutorials,
new books and incentives for kids and families
to encourage reading at-home
Increase number of books children read with adults
Improve children’s towards reading improve and decrease
behavioral problems
Adamsville Little Book
Houses
Design, creation, and installation of book
houses in apartment complexes where
students live
Increase children’s knowledge of carpentry
Increase communities’ access to quality books
Adamsville Tennis for Life Program will teach children tennis afterschool,
using underutilized courts in the community
Increase children’s physical activity and academic
performance, tennis knowledge and skills
Peyton or Miles Straight As (Academics, Athletics, Appearance, Attitude)
program taking place at the local YMCA for
upper elementary students
Increase children’s physical activity and academic
performance
Improve appearance and overall attitude
Miles Broadway
Theatre training
Theater production training for students
including performance coaching, costume and
set design, and overall theater production;
students will put on production for parents and
the community
Increase self-esteem and children’s knowledge of theater
and theater production
Develop better leadership and presentation skills
Decrease behavioral problems
Peyton Yoga Stress
Reduction and
Anti-Bullying
Clinics for students and parents to support
stress reduction
Children and families gain skills on how to deal with
bullying, reduce stress, and decrease behavioral
problems
Peyton Kid-led T-shirt
company
Will teach students the basics of starting a T-
shirt business to provide opportunities to
develop entrepreneurship skills
Increase children’s knowledge of entrepreneurship and
improve math and reading skills
Children gain economic benefits from selling their
creations
All Aquaponics Located at a local YMCA greenhouse,
Aquaponics program will teach students the
science of growing food
Increase children’s knowledge of science and growing
food
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Agenda
Initiative Update
Partnerships
Evaluation
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We have finalized the Year One scope of work for the external evaluation
which will be completed by Mathematica Policy Research.
Implementation Study: Focus on implementation experience across targeted and intensive schools
Site visit observations and semi-structured interviews with school leadership (March 2017)
Descriptive analysis of professional learning (teacher and leader) initiatives and non-academic supports
Impact Study: Focus on contributions of specific Turnaround Initiatives Academic Support Initiatives: High Impact Tutoring, Reading and Math Specialists,
Spring Break Vacation Academy School Partnerships: Thomasville Heights Elementary School
Activities/Deliverables March 2017: Site visits and semi-structured interviews with school leadership across
targeted and intensive schools, and Thomasville Heights. April – July 2017: Data collection and analysis October 2017: Annual report on implementation and impact findings