Executive Summary. Clarke County School System. Dr. Philip D. Lanoue, Superintendent 240 Mitchell Bridge Rd Athens, GA

Transcription

1 Dr. Philip D. Lanoue, Superintendent 240 Mitchell Bridge Rd Athens, GA Document Generated On December 11, 2012

2 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8

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

4 Description of the School System Describe the school system'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 system serves? Located in Athens, Georgia, the Clarke County School District (CCSD) serves 12,750 students. Ethnically, 51% are African-American, 23% are Hispanic, 20% are white and 2% are Asian. Nearly 12% of students have English as their second language and 11% are special needs students. As a staff, there are 2,341 employees - 58% white, 38% African-American and 3% Hispanic. Each day in classrooms, students benefit from the expertise of nearly 1,200 teachers - with over 60% having advanced degrees and over 250 certified in gifted education. There are 16 National Board Certified teachers and seven Georgia Master Teachers. As a community, Athens-Clarke County has the thirdhighest poverty rate among U.S. counties with populations between 65,000 and 249,000. Over 30% of children in Clarke County live in poverty - around 80% of students are eligible for the federal meal program, 49% live in single-parent homes and 19% of adults (25 years>) did not complete high school - all significant risk factors that can keep students from graduating from high school. Despite these factors, today, the district's leaver graduation rate is 71%, as compared to 63% in The cohort graduation rate, the state's new method that is calculated based on a maximum of four years plus one summer to graduate, is 66%, as compared to the state average of 68%. These gains are a few examples of changes that have occurred in the last few years. Notably, in 2009, the school district welcomed a new superintendent, Dr. Philip D. Lanoue. Under his leadership, a variety of significant changes have occurred. First, Dr. Lanoue established Non-Negotiable Practices for High Student Performance. The highlights of this are: 1) Teaching Georgia Performance Standards (which will now be Common Core Georgia Performance Standards) with fidelity; 2) Monitoring the progress of students while working collaboratively using the Data Team Process; 3) Ensuring all teaching and learning activities reflect a shared understanding of what students should know, do and understand by using a common framework of instruction; 4) Building a classroom environment based on strong student-teacher relationships and 5) Having frequent, clear and consistent communication with parents. Secondly, when Dr. Lanoue arrived, nearly 220 students had dropped out. The next year, he mailed a personalized letter to drop-outs, with an offer to either enroll in a GED program, re-enroll in a tradition high school or enroll in Classic City High School, based on their particular circumstance. Last school year, there were less than 180 drop-outs and there continues to be an aggressive effort on behalf of the school district to continue to reduce these numbers. Thirdly, in 2009, the Clarke County School District's Board of Education adopted improvement goals with specific performance targets for each goal. These improvement goals and targets were used as the basis for district office improvement plans and individual school improvement plans. In addition, a systemic process was approved to support the development and monitoring of these plans. In order to be transparent with these goals, a Performance Tab was added to the district's web site, as well as each school site, with information about the district's goals, district/school improvement surveys, state reports and more. Fourth, a variety of community partnerships have been formed to strengthen the educational experience offered to students. One such partnership is evident in the Athens Community Career Academy. A Charter Program, the site is a partnership between the school district, the University of Georgia (UGA), Athens Technical College, and community collaborative OneAthens. Juniors and seniors can enroll - for free - and are able to be enrolled in both high school and college, at the same time. They can earn credit in career pathways that transfer directly to Athens Technical College, or in general education courses that transfer anywhere in the University System of Georgia or Technical College System of Georgia. Another such partnership is the Professional Development School District (PDSD) partnership with the University Page 2

5 of Georgia's College of Education, formed in This is a nationally innovative partnership that improves education at all grade levels. Pre- K through 12th grade students benefit from more adults in the classroom. In addition, college students benefit from taking courses on site, observing and student teaching. Also, current teachers and university faculty participate in continuous learning. Because of this, student learning is improved through improved teacher preparation and more targeted professional development. Professional Development School models vary by school site and the school district has six professors-in-residence - UGA faculty members who spend half of his/her time at a school or district site and work closely with the principal and other school leaders on professional development. With over 90% of students in grades 3-8 meeting or exceeding state reading standards, being named the state's large Title I Distinguished District for closing the achievement gap, two Advanced Placement Honor Schools and a National Blue Ribbon School, the school district is reaching higher levels of achievement. Aggressive goals continue to be set, in line with the district's overarching belief that high expectations promote high achievement. Page 3

6 System's Purpose Provide the school system's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school system embodies its purpose through its program offerings and expectations for students. In 2011, the school district engaged in a community-wide process to revise its vision, mission, and belief statements. Led by a facilitator from the UGA College of Education, a group was formed including teachers, students, principals, administrators, parents, board members, business leaders, public service officials, and faith-based representatives. In this open and dynamic process, new statements were formed that are living documents that have guided decision-making in the district since their adoption. Below are the new statements: The Clarke County School District's vision is for all students to graduate as life-long learners with the knowledge, skills, and character to succeed in our community and the global society. The district's mission is that (in) partnership with families and the community, our mission is to inspire students to achieve at high academic levels through challenging and innovative learning opportunities that support the development of students' individual talents. Belief statements are that: -Education is the key to a successful future. -Each member of the school community has responsibility for working towards achievement of the district's vision. -High expectations promote academic excellence. -The diversity of people, perspectives and practices strengthens our school district. -A highly effective and innovative staff is essential to student learning. -Frequent, clear and consistent communication is essential among all school district stakeholders. -Positive learning environments are built on respect and encouragement where all individuals believe they can make a difference. -Caring and trusting relationships among students and adults in schools are vital to encouraging and promoting meaningful learning. -Safe, inviting, well-maintained schools are vital for teaching and learning. -Education is enhanced through access to technological resources, flexible learning environments, and quality facilities. The school district embodies these statements in a variety of ways. One example is the implementation of the International Baccalaureate Middle Years Programme (IB MYP) at all four middle schools, as well as both traditional high schools being IB MYP Candidate Schools. This program spans grades 6-10 and will help students compete globally, as they become not only well-versed in international issues, but more critical and reflective thinkers as well. The IB MYP focuses on the integration of eight subject areas taught through a real-world lens. The fundamental concepts guiding IB are communication, intercultural awareness, and holistic learning. As teachers work to plan units, they focus on a real-world lens in one of five areas of interaction. Lessons are interdisciplinary as well. Unlike most IB programs, this is not being implemented for gifted students only. Rather, all classrooms in grades 6-10 will utilize IB to help students achieve at higher levels. As a model technology school district for the state of Georgia, there are a variety of initiatives in place throughout the district to ensure that students will graduate digitally savvy learners, prepared to succeed in the 21st Century. This initiative points to several of the belief statements mentioned above. As part of this plan, the district has rolled out 6,000 netbooks, at a ratio of one of the lightweight laptops for every two students. Utilizing these devices in conjunction with the Bring Your Own Technology (BYOT) initiative, students instantly have access to a variety of resources. Rather than being only consumers of information, students are also learning to be creators of information. Whether making movies, recording podcasts, blogging about a research project or collaborating instantly using Google Apps for Education Page 4

7 (including Google Docs), students are engaged at higher levels than ever before. Other facets of the district's technology plan include the use of the Statewide Longitudinal Data System, Georgia Virtual High School curriculum and using National Educational Technology Standards (NETS) to ensure students are prepared to succeed both locally and globally. In addition to providing students with access to technological resources, district facilities are built and renovated to lend themselves as a teaching tool, as well as providing flexible learning environments through untethered equipment. Classrooms are dynamic, with students and teachers sharing a passion for the learning experience. In order to ensure that classrooms are positive environments with strong relationships, there is a Connected Schools initiative that has involved professional development with leadership, administration, school-based faculty and staff, student support services, transportation services and administrative assistants. Trainings have included connecting activities and self-reflective questions which seek to close the gap between the school and the community. Teachers are challenged to find ways to connect with students in a meaningful manner and to provide opportunities for students to connect with each other. Communication is a vital component of ensuring the district's success and ensuring that all stakeholders feel that they are partners in the district's goals to achieve at increasingly higher levels. Within the school district, meetings are held monthly with Parent Advisory Board, Teacher Advisory Board, and Instructional Councils. Being that the school district has a focus on 21st Century digital learning, this also extends into several of the mediums in which communication is made with internal and external audiences. Through the district's web site, a regularly-updated technology blog, listservs for every school, lists for school district employees and students, social media channels including Facebook and Twitter and the district's cable television channel, there are a variety of ways to inform and engage with parents and the community. Page 5

8 Notable Achievements and Areas of Improvement Describe the school system's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school system is striving to achieve in the next three years. On state and national indicators, students, schools and the district have continued to achieve at higher levels than ever before. On assessments, for example, from on the Criterion-Referenced Competency Test (CRCT), in each grade (3-8) on each high stakes test (reading, English/language arts and mathematics), the percentage of students meeting or exceeding standards grew between 4% and 25%. Some of the highlights include: 5th grade reading went from 77% to 93%; 7th grade English/language arts went from 77% to 89% and 8th grade mathematics went from 57% to 82%. In reading, overall, around 90% of students met or exceeded state reading standards. For the graduation rate, it was 63% in 2009, as compared to the state average of 79%. For 2011 (the most recently released year), the rate was 71%, compared to the state average of 81%; the cohort rate was 66%, as compared to the state average of 68%. While many counties saw a much larger gap in their new cohort rate and state's, the Clarke County School District fared much stronger. Also, in 2009, ten of the district's 21 schools made Adequate Yearly Progress (AYP) - the state of Georgia's measure of achievement under No Child Left Behind. In 2011, all 14 elementary schools, as well as two of the middle schools did the same. The state no longer uses AYP. In regards to Advanced Placement exams, for 2012, on nine of the exams, Clarke County's district mean was above the state, national and international means. Students excelled nationally in a variety of areas, as 11 students and teams won first place in a national competition during the school year. On the state level, 89 did the same. There are a variety of other accomplishments that demonstrate the high standards set in the district: -The school district was named a Georgia Department of Education Title I Distinguished District for closing the achievement gap between economically advantaged and disadvantaged students. -The Georgia Department of Education named five Clarke County schools 2012 "Reward Schools" - that is, schools with the highest performance or the biggest academic gains by students in the last three years. Only 10% of schools in the state were honored for such significant gains. -Both Cedar Shoals High School and Clarke Central High School are Advanced Placement Honor Schools, as awarded by the Georgia Department of Education. Recognitions were given for high scores of students, as well as the diversity of students taking exams. -Clarke Central is ranked among the top 9% of high schools nationwide by the Washington Post. -Clarke Central is a 2012 MetLife Foundation/National Association of Secondary School Principals Breakthrough Award. -The Cedar Shoals High School concert choir has been invited twice to perform at Carnegie Hall, and the school's marching band has performed at the AllState Sugar Bowl. -Chase Street Elementary School is a National Blue Ribbon School. -Graduates from the district are regularly offered upwards of $4 million in scholarships, not including the HOPE Scholarship. They attend a variety of universities on full and partial scholarships, including Brenau University, Emory University, Furman University, Georgia Tech, Harvard University, Mercer University, New York Film Academy, Oxford College, Rhodes College, Savannah College of Art and Design, Tulane University, the United States Airforce Academy and the University of Georgia. -The Hilsman Middle School MATHCOUNTS team won the regional competition, and the Math League team was named state champion. -Fourteen Hilsman and Clarke Middle School students were selected for grand and/or state recognition by the Duke Talent Identification Program. Honorees scored at or above the national average of recent high school graduates on at least one portion of the ACT or SAT. -A Cedar Shoals High School student won the Pinnacle Award (highest honor) at the Georgia Science and Engineering Fair and presented Page 6

9 her research on a more cost-effective approach for treating age-related macular generation (AMD) at the international science fair. -Eight students from Cedar Shoals and Clarke Central High Schools were tapped for the prestigious Governor's Honors Program, a fourweek summer residential instructional program designed to provide intellectually gifted and artistically talented high school students challenging and enriching educational opportunities. -Five Cedar Shoals and Clarke Central High School students were named Georgia Scholars, an effort by the Georgia Department of Education to identify and recognize high school seniors who have achieved excellence in school and community life. While these accolades and achievements indicate a move in the right direction, continuous improvement is a constant. The district's strategic goals are outlined and adopted by schools and each division - who, in turn, develop performance objectives related to each goal. Goals are to: 1) Improve student performance to meet or exceed state performance levels, while eliminating the achievement gaps between student groups; 2) Increase the graduation rate and improve the post-high school readiness of students; 3) Increase and strengthen partnerships with families and the community; 4) Increase efficiency and effectiveness of organizational structures and processes. From reaching higher levels of achievement to evaluating organizational processes to developing objectives specifically related to student wellness, the district is clear on its goals and targets. This focus of improvement initiatives on clear targets is most evident in the fact that the percent of students meeting or exceeding standards on the state Math assessment in grades 3-8 has increased 23% between 2009 and The percent of students meeting or exceeding standards on the state Reading/ELA assessment in grades 3-8 has increased 13% between 2009 and Page 7

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. A strong arts component is central to the school district. Students express themselves in many ways through a variety of programs. From visual art to choirs to drama and more, students and groups regularly earn top honors. Whether students enjoy dancing, painting, singing or more, there is a place for them to have a creative outlet. Students are able to begin playing an instrument in elementary school, as the district offers elementary band (grades 4-5) and the University of Georgia Strings Project (grades 2-5). From the earliest years and beyond, no matter a student's creative interest, there is a place for them in the district to thrive. Accolades include a Clarke Central High School student winning a trip to Turkey for winning the Georgia Istanbul Center Global Connections Art and Essay contest. In addition, the Iliad and Odyssey publications from Clarke Central High School regularly earn top honors from the Southern Interscholastic Press Association. For the seventh consecutive year, the Odyssey was declared Best Newspaper in Georgia. The Cedar Shoals High School concert choir performed at Carnegie Hall in 2009 and 2012, the Clarke Central High School orchestra performed at Disney World in 2010 and the Cedar Shoals High School marching band performed at the 2012 Allstate Sugar Bowl. On a local, state and national stage, our students excel in the arts. Page 8