Creating Effective Schools From On The Brink Of Closure to REWARD STATUS Elaine Swafford, Ed. D. Executive Director, Chattanooga Girls Leadership Academy Justin Booker Community Engagement, Chattanooga Girls Leadership Academy
Overarching Themes Culture Climate Cultivation Clarity
About CGLA 1 st Single-gender public charter school Opened in 2009 Grades 6 12 1 st county-approved charter school 1 st STEM school SACS Accredited
Vision All young women have equitable access to the skills, knowledge, and opportunities to succeed in college and develop as leaders in their communities and world.
CGLA Students 325 students 94% Black & Hispanic 97% Low-income 90% from urban community 15% Exceptional Education 12% English Language Learners
CGLA Model College & Career readiness Expeditionary Learning Cross-curricular Literacy STEAM-focused Project Based Learning Extended Learning Time Personalized Learning Environment Technology Enhanced Learning School-wide Mentoring Program Family Engagement
School Turnaround Spring 2012 Among the lowest performing 83 schools 13.7% Success Rate
2015 Success Rate 60.00% 50.00% 51.1% 47.2% 40.00% 30.4% 30.00% 13.7% 20.00% 10.00% 0.00% 2012 2013 2014 2015
CGLA Success Top 5% for academic progress Reward school 2013 & 2014 Highest percentage of academic growth in county 29.2% increase in MATH proficiency 25.5% increase in SCIENCE proficiency 60% increase in ALGEBRA 1 proficiency 39% increase in BIOLOGY proficiency
TCAP (%) 7th Grade Science Below Basic Basic Proficient/Adv. 13 46 46.5 41 43.8 9.7 2012 3-Yr Avg (2013,2014,2015)
TCAP (%) 8th Grade Math Below Basic Basic Proficient/Adv. 14 53 33 43.5 43.6 13.5 2012 3-Yr Avg (2013,2014,2015)
2015 Science TCAP Hamilton County Middle Schools with over 85% Low-Income Students 70 60 57.8 50 40 30 20 37.5 36.4 22.4 35.1 CGLA School A School B School C School D 10 0 CGLA School A School B School C School D
End of Course Exam (%) 6.3 Algebra I (9th-12th ) Basic Proficient/Adv. 93.7 66.8 30.1 2012 3-Yr Avg (2013,2014,2015)
End of Course Exam (%) English I (9th-12th) Basic Proficient/Adv. 45.5 54.5 71.3 28.7 2012 3-Yr (2013,2014,2015)
2015 EOC Exams 100 90 80 70 71.4 65.6 73 67.6 71.8 60 50 40 30 48.3 40.9 31.2 44.2 47.7 33.1 41.7 CGLA County State 20 10 0 Algebra I Chemistry English I English III
Strategies for Effective Change 1. Set Clear Goals & Expectations 2. Shared Decision-making 3. Invest in Faculty 4. Data-driven decisions 5. Focused Assessment 6. Curriculum Maps 7. Staff Morale 8. Student Focus 9. Parent Engagement 10. Community Engagement & Partnerships
1. Set Clear Goals & Expectations Difficult but still attainable Student Discipline Academic Lethargy Building Relationships Guiding Principles Values Literacy, Bloom s, and ACT Readiness
CGLA Discipline 4000 3500 3000 2500 2000 1500 1000 500 0 3476 Referrals 70% Decrease 1043 Aug 2011-Jun 2012 Aug 2012-Jun 2013
Guiding Principles Incorporate literacy in all classes All teachers will be consistent in enforcing beliefs, values, and rules Accountability Approachable Build relationships w/ students, faculty, parents, and community Positive reinforcement for students and teachers Embracing no excuses for teachers and students Actively teaching B2B with participation from ALL students Commit to bell ringer and add reflection Evidence of Bloom s hierarchy
Literacy & Basic Skills Reading/Writing in ALL content areas Constant Regrouping Assessing every student Fontas/Pinnell Training BABB time weekly
2. Shared Decision-making Effective leaders and teachers Increase role of department chairs Ron Edmunds
3. Invest in Faculty Train three weeks in summer for teachers on literacy Math strategies and curriculum Provide extensive professional development New teacher network Ongoing PD and training Teacher observations daily Wednesday PD CFG, P2P Observations feedback Video & Self-reflection
Professional Development CFG Groups PEER Observations Grade Level Retreats Project Based Learning Differentiated Professional Development Observations Reflections Planning time Demonstration lessons Career Teams Integrated curriculums
Differentiated Instruction -Professional Development Instruction-Based Teacher Interest 1st Classroom Mgmt Grading Model Lesson-Planning Models UBD Integrated 2nd UBD Pacing Guides Differentiated Instruction Strategic Questioning Integrate?? Instruction-Based Teacher Interest Course of Study (Research Based) 3rd Select 1 from 15 year-long courses 4th Select 1 from 15 - year-long courses / PPDP Personalized Dev. Project Peer Coaching Lesson Study Teacher-created Project
4. Data-Driven Decisions School-wide data collection for TSIP Ongoing data collection & assessment Data-driven instruction Weekly Thursday Meetings (AMO) March pre-planning accountability
Data Kitty Dr. Elaine Swafford
5. Focused Assessment Assess Basics Assess Daily Assess Weekly Report Every Third Week
ACT Alignment Can you see a connection between Tennessee standards and the ACT College Readiness Standards? How can middle schools support their students in preparing for the ACT? How can we as schools utilize the readiness standards to improve ACT scores as well as moving students from proficient to advanced? How can assessment be used to support an increase in College Readiness as well as moving students from proficient to advanced?
6. Curriculum & Instruction Engage Students Voice of Students Alive and Thriving Excitement in Classrooms Curriculum aligned w/ standards Grouping, pairing, sharing Intensive and Intrusive Remediation
Curriculum & Instruction Data-driven instructional strategies Whoa Time Vertical Planning Integrated Curriculum Planning TDG consultant working with teachers Administrative observations Feedback on lesson plans Feedback on observations Input from local business leaders Lower Quartile students Instructional Model UBD Differentiated Instruction
PLC Action Sheet Teaching Strategies Quality Circle/Critical Friends Goal Setting for Students PBL Integration
7. School Morale WIT Birthdays Incentive Program Student of the week Trips Badges ACT 25+ Club
8. Student Focus Point of Need Girl Talk Community Service/Etiquette Incentive/Fun idea decisions Demerit System Advisory Student Government/MSAT Mission & Standards reminder each morning
What our students want us to hear Relationships Most important Rigor Teach us, group work, meaningful work Expectations Set a high mark Self-esteem Tell us we can do it and believe we can do it
9. Parent Engagement Come in among us School Carnival Mentoring program PR campaign Evening events Friday morning coffee Parent Teacher Conferences Dinner w/ students and families Breakfast w/ parents Home/Neighborhood visits
10. Community Engagement Hired Empowerment Coordinator Community Volunteers Created Advocate Program Monthly newsletter Business & Organization Partnerships
Community Partners TVA UNUM EPB TN Aquarium Erlanger City of Chattanooga Trust for Public Land
Year One Reform 1 st 9 Months Created Norms, Philosophy & Standards Planned to remain open Bottom 5% Reward School Top 5% Established 10 focal points
Year Two Reform 2013-2014 Implemented new PD structure Consistency: Morning Message, Reading School EQ. FQ. LO. Expect Improvement Brain Change You are smart! Embrace guiding principles & norms
Year Four Reform 2014-2015 Classroom Consistency BABB/PBL ACT 25+ Club TnReady Friday Questions Intentional Intervention for bottom 25% Mastery Connect Benchmarks Cultural Competence Goal setting for students Teacher PD/Goal Plan Meetings
Contact Information Elaine Swafford, Ed.D elaineswafford@cglaonline.com Justin Booker justinbooker@cglaonline.com Cglaonline.com