Executive Summary. James Madison High School. Lisa Prince Rutsky, Principal 6625 The Corners Parkway, Suite 500 Norcross, GA 30092

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1 Lisa Prince Rutsky, Principal 6625 The Corners Parkway, Suite 500 Norcross, GA Document Generated On April 29, 2014

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 5 Notable Achievements and Areas of Improvement 7 Additional Information 9

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? (JMHS) was founded in 1996 and became the first distance learning high school to be regionally accredited by the Southern Association of Colleges and Schools (SACS) in JMHS has focused on being a premier provider of distance education, evolving with technology and students' needs. In 2005, with increased popularity of the internet and in response to student requests, JMHS began offering a 100% online academic diploma program in addition to its correspondence model. JMHS's goal is to provide high quality, flexible and affordable high school diploma programs that allow students to study at their own pace. JMHS uses Pearson Publishing's Common Core curriculum as a foundation for English and Math courses, in addition to Subject Matter Expert and teacher-created materials. Programs are aligned to Common Core Standards in English and Math and to the Georgia Performance Standards for all courses. JMHS offers general and college prep diploma tracks. JMHS upholds its commitment to deliver high quality education as evidenced by continued accreditation status through AdvancED-SACS and Distance Education Training Council (DETC). Our community consists of students, teachers and staff members found in physical and virtual campuses. The main physical campus is located in Norcross, Georgia. Our main campus houses 197 staff members, who provide academic and nonacademic support services to students and their families. Our virtual campus is accessed through our student portal, Learning Management System (LMS), and social Community. Students use these spaces for all academic matters, including communicating with teachers, monitoring academic progress, checking financial status, and accessing the library. Our virtual social Community was unveiled in 2010 and today has about 125,000 non-student and student members from all programs. This Community is considered one of the most thriving education social communities in the nation. Students meet and engage with student peers individually, in study groups, or access the Learning Resource Center. Students, parents, teachers, Student Service personnel, and Academic Advisors actively participate and provide support. Many of our students are working adults who missed the opportunity earlier in life to complete their high school studies. Our program allows these students the flexibility to hold down a job, raise a family, and earn a high school diploma. A large segment of our students are traditional age students who prefer an alternate education environment to the traditional brick-and-mortar, or who are in a situation in which that alternative is no longer available to them. Students come to JMHS at different points in their high school journey. JMHS students come from virtually every state as well as over 50 countries. Our students' average age is 26 and 58% are female. Page 2

5 Given the national high school drop-out rate of over 30%, JMHS provides a safety net for a significant segment of students looking for another opportunity to earn a high school diploma. JMHS tuition is less than $1,500 for a full program, with payment options that can lower the price to about $1,000 (less with transfer credits). JMHS is able to keep costs and tuition affordable because we are committed to providing quality education and do not accept federal or state funding for student aid. Our staff and teachers are highly trained and qualified to assist students throughout their studies. From admission into their program, answering questions on transfer credit, accessing and completing their courses, and through graduation, we have support resources in place. Our teachers are highly qualified. All hold current state certifications in their subject area and have years of teaching experience both in traditional and/or online learning environments. Teachers are committed to students' academic success and program completion. Our student to full time teacher ratio is 125 on average with 4615 current active students. The JMHS model is an open enrollment, self-paced, and flexible model that minimizes barriers to getting started or re-started in high school. This means students can enroll, start their program any day, and work at their own pace. The open enrollment model provides flexibility for students to meet their individual needs and schedules, and opportunity to move at their pace to master the course learning objectives. An open enrollment model has benefits and challenges for some students. A self-paced, independent learning model requires students to demonstrate and develop important life-skills, like initiative and motivation. Teachers must be prepared to work with students who are beginning their studies, at some midpoint, or completing a course. Students with different learning styles have opportunities to learn. Clearly, this model does not mimic the brick-and-mortar schools' real-time requirements with fixed times and places for attendance and fixed progression through the curriculum. Many students face barriers accessing a high school education because of age, social issues, poor prior academic records, little to no family support, or limited financial means. JMHS strives to help students overcome these challenges by providing a flexible study environment, access to highly qualified teachers, a vibrant and supportive social Community, academic and student support, office hours, live orientations, a librarian and help videos. Our commitment to creating access for students includes affordable tuition, which can be paid monthly. Because of our low tuition and flexible payment methods, none of our students graduate with debt. Another way we help students who have financial issues is through scholarships. In 2012 we established the Gary Keisling ACCESS Scholarship. This program provides need and merit based scholarships to eligible high school students. Our students' success stories provide testimony that our model works. Please visit to view moving testimonials about the difference James Madison made in our students' lives. JMHS promotes community outreach and "giving back". In 2009, JMHS became the first Habitat for Humanity Campus Chapter at a nonbrick and mortar institution. Each year JMHS holds a graduation ceremony; our graduates are invited to join our Habitat for Humanity build project held prior to the graduation ceremony. In 2008, JMHS was granted a charter from Delta Epsilon Tau National Honor Society. More than 1,000 graduates have been inducted into the Delta Epsilon Tau scholastic honor society. In 2012, one of our high school graduates was an 82 year old man who walked across the stage to accept his diploma. The audience spontaneously rose to their feet and cheered. He wanted to show his children and grandchildren that it is never too late to learn. JMHS provides a unique opportunity for affordable, continuous learning and academic success for all ages and circumstances. Page 3

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7 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. 's mission, and value statements are deeply reflective of our commitment to providing a high quality educational experience to our students. The mission, values and student learning outcomes are listed below. Under each is a set of definitions to further articulate their meaning. The mission, values, and student learning outcomes are widely accessible through our website, academic catalog, student and faculty handbooks, and curriculum development manual. They are part of our Institutional Effectiveness and Outcomes Assessment Plans. Our student outcomes articulate the ways in which we align our policies, practices and procedures to ensure high quality educational programs that support our vision, mission, and values. We offer a full high school curriculum that meets all state graduation requirements for depth and breadth of subjects. Our English and math curricula are based on the Common Core Standards ( which have been adopted by 45 states. In 2012, JMHS revised the full curriculum. Our textbook company, Pearson Publishing, stated that JMHS was the first online high school to fully adopt their Common Core Standards textbooks. JMHS expects our students to master all program and course learning objectives and to meet all graduation requirements to earn their diploma. MISSION Empower students to achieve their aspirations through flexible, convenient, affordable, and highly relevant educational programs. Key Definitions -Empower: enable students to take control of their lives -Students: individuals who have taken the proactive step to study and formally engage in learning -Aspirations: strong desire, longing, or aim -Flexible: adaptable curriculum that allows students to study anywhere and at their own pace -Convenient: easily accessible and easy to use -Affordable: quality courses at a relatively low price that provide great value -Highly relevant: pertinent content and subject matter that aligns well with real-world skills and knowledge needed in the workplace -Educational Programs: courses that enable students to learn in their areas of interest VALUES 1. Access We believe anyone who wants to learn should have access to affordable, quality education any time, any place. 2. Accountability We set measurable goals and are accountable to students and to each other for our actions, performance and results. 3. Integrity We operate with the utmost integrity, and treat both our fellow colleagues and our students with dignity and respect. Page 5

8 4. Passion We believe we can make a difference in people's lives and want to help each student, teacher, and staff member in our diverse community realize their individual potential. 5. Teamwork We are committed to collaboration and communication among students, faculty, and staff, as both are essential to achieving great outcomes for students and our company. 6. Excellence We strive to uphold high standards in our academic programs, student experience, and support services, and are continually seeking ways to improve each of these areas. STUDENT OUTCOMES By incorporating the following learning outcomes into its programs, ensures that graduates are prepared to succeed in a variety of professional, civic, and personal settings. 1. Effective Communication - Graduates will demonstrate competence in written communication skills. 2. Critical Thinking - Graduates will demonstrate critical thinking and quantitative analysis skills. 3. Professional and Life Skills - Graduates will demonstrate competent professional and life skills that include responsibility and selfmotivation. 4. Qualifications for Advancement - Graduates will have the knowledge and credentials to apply for jobs, change careers, advance in their current workplace, or pursue post-secondary or college education. Page 6

9 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. has experienced major positive changes over the last four years. These include a change of ownership, and with that, institution-wide initiatives to further improve the quality of education we deliver to students. Virtually every operation or system has been overhauled. We are very proud of work completed to-date, the resulting improvements, and the impact these changes have had on our institution and our student's lives. We follow a disciplined continual improvement process that incorporates student feedback, selfassessments, comprehensive stakeholder input, and data-driven decision making at all management levels. In 2009, Sterling Partners, a private equity firm, bought Professional Career Development Institute, LLC (PCDI, LLC). Currently, Ashworth College, Ashworth College Career Diploma, and are schools within PCDI, LLC. Each school offers distance education programs appropriate for their respective student base. Over the past thirty years, Sterling has gained considerable knowledge and experience managing and growing high quality, student-focused schools. Sterling's current education portfolio includes: Laureate Education (the largest network of colleges and universities in the world), The InfiLaw System (a network of ABA accredited law schools), Educate (parent company of Sylvan Learning Systems), Meritas (a premier network of K-12 prep schools), Leman International Schools, School of Rock and Ashworth/. Given this deep experience in education, Sterling recognizes the importance and value of the accreditation process. Since 2009, has undertaken institution-wide initiatives to improve overall operations and systems, services, and resources. These include initiatives related to people, processes, and technology. There have been significant improvements to service levels, curriculum, and education delivery as a result of these changes. For example in 2011, a new role was created, Vice President of Admissions and Student Services. This position brought all non-academic call center functions under one department to improve the service we provide students. Additional management positions and many frontline advisors were added to further improve the service we provide students. New technologies used across the school have enhanced and improved operations and capacity as well. In admissions and student services, a new phone system, Five9, was introduced to all advisors and support team personnel, and a new Student Information System (SIS) was completed at the end of Our SIS is a centralized datacenter where each student's information on their program of study, financial status, and case management notes are stored. Some additional new technologies created to improve our student experience include: -Student Portal - The main online entry point where students access courses, financial information and program of study progress. -Learning Management System - The online interface where students go to class, access course material, download and upload assignments, and get feedback and grades. -Community Platform - The online social Community where students interact with other students, teachers, and staff. The Learning Resource Center and study groups are in the community. - system -The online communication tool developed for students to JMHS staff directly from their Student Portal -CourseSmart integration of e-textbooks in courses - The e-textbook interface where students access their course textbooks. In 2011, the full high school curriculum was revised to include the Common Core Standards. We also conducted a pilot study on a new Page 7

10 Learning Management System, Sakai. After determining that the new content and LMS would improve the student experience, the new curriculum and LMS were launched January As part of these changes, all courses used e-textbooks accessible through the LMS. By the end of 2012, 100% of the programs' curriculum and e-textbooks were accessible through LMS. During 2012 we conducted our annual audit of all teachers and academic advisors to ensure proper credentials and qualifications for their role and responsibility. All teachers were confirmed to hold current state certifications in their subject areas and to have bachelor's degrees in their subject area. We also learned that 60% have earned a master's degree, and all have previous experience teaching in the classroom or online. Additionally, our advisors are qualified and trained in their advisory capacity, have bachelor's degrees, and 50% have earned or in process of earning a master's degree. Many also have course-specific professional experience. Our research and planning led to several actions: -Hiring more full-and-part-time teachers. This extends our instructional capacity and improves our service levels with increased teacher-tostudent engagement. -Developing pilot programs to improve completion rates while maintaining rigor and substance. -Implementing a new quality control (QC) process on course development. -Enhancing the student experience at all steps in a student's lifecycle including admissions and enrollment processes, student onboarding/starting, student services, education and academic services, and engagement with the curriculum and teachers. has made significant strides in the last four years in all aspects of operations and service. We are encouraged by the commitment and hard work of our staff that made meaningful improvements to our curriculum, delivery, and overall student experience. Page 8

11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. invites you to visit our website, call or - we are here to help and answer any questions you may have. To learn more, please start by visiting us at We offer quality courses and instruction at an affordable tuition. Since its 1996 inception, thousands of students have graduated with their high school diploma from. For many graduates, JMHS was the only option available to them. Students may have attended JMHS after having dropped or failed out of another school, lacked a social support system, found barriers in traditional schools, or could not afford a more expensive alternative. We support students at every step of their high school education. Our instructional team approach, and use of multiple assessments, helps students with a diverse mix of learning styles succeed in their studies. Students can reach their teachers, academic advisors or student support services team by phone, , the online Community, or in writing. Students can also communicate with their teachers, James Madison staff, and other students in chat rooms and discussion boards situated in their courses. Teachers are also available through regular office hours for one-on-one or group consultations. Teachers are focused on helping students master course objectives and complete their course. Our teachers do this by sharing their knowledge while providing encouragement and positive learning environments for their students. Students learn in different ways. Some are good test takers, others read and absorb information quickly, or others prefer to work at their own pace, independently on practice assessments to prepare for exams. provides the support to help students succeed. High school courses contain a range of assessment techniques and examinations. Both the General and College Prep programs have 23 courses. On average there are 10 lessons per course. In these lessons there is a mix of assignments: reading, Check Your Learning activities, vocabulary words, other activities, and exams. These assignments constitute low and high stakes assessments. Low stakes assessments are non-graded, repeatable activities to help reinforce learning. They can be preparatory activities to support the high stakes exams which are timed exams with multiple choice questions and/or written assignments. The reading assignments include the study guide, lecture pages, and the textbook. The average number of textbook pages to read per course is about 260 pages. The low stakes ungraded activities include Check Your Learning, vocabulary words and other activities. Per course, the average number of Check Your Learning questions is about 280; the average number of vocabulary words per course is about 135. The high stakes, graded assessments include the exams and hand graded assignments. The average number of exam questions per course across is about 110 questions. High school exams measure achievement and mastery of course objectives through the use of multiple-choice and written assessments. All multiple-choice exams contain a variety of higher-order thinking questions (synthesis, analysis, application) specifically related to course and lesson objectives. Our English and math Common Core Standards curriculum have test questions aligned to the standards. Writing Page 9

12 assignments are designed to evaluate the mastery of concepts directly related to the course objectives while requiring students to formulate clear ideas in writing. We hope you find this information helpful and contact us for more information! We would welcome you as a new student at James Madison High School. Page 10