The Macon Miracle: Strategic Planning Update Bibb County School Board

1. The Macon Miracle: Strategic Planning UpdateBibb County School Board September 20, 2012 Presenters:

2. The Macon Miracle • Developed with the participation and input of students, staff, parents and community members • Focused on the achieving strength of character and college readiness in every child • Established to prepare students for the 21st century, global economy

3. Key Considerations Douglas N. Daft, Chairman and Chief Executive Officer of The Coca-Cola Company, speaking with the Institute for International Education in 2005 -http://www.iienetwork.org/page/29253/;jsessionid=gsdog43iljsgg “I'm a first generation college student, the first in my family to have the good fortune and opportunity to attend university. That opportunity kindled in me a lifelong passion for learning about other cultures. For almost three decades of my career at The Coca-Cola Company, I lived and worked in Asia. From Singapore to Tokyo to Beijing, I learned about different local cultures by living and working in those cultures. It gave me a profound respect for how people are different, and also for how we are the same.”Those experiences shaped my career in a powerful way - by shaping an appreciation for the cultural and intellectual diversity in our world. I'm fortunate today to have the opportunity to lead a company that is one of the most internationally diverse organizations on earth. We operate in nearly 200 countries, do business in some 125 languages, and employ people from over 215 different nationalities. Respecting and understanding the fundamental value of diversity is vital to who we are and the way we do business. Understanding and valuing different cultures has shaped my ability to lead our business, and it's an absolute imperative for anyone who works at The Coca-Cola Company.”

4. Building on Strengths and Maximizing Opportunities • Professional Development • Foundational Professional Development • Customized Professional Development • Quality Instruction • Data-driven Instruction • Student-focused Instruction • Technology as a Learning and Productivity Tool • Technology-based Curriculum • Expanded Learning Options • Updated Productivity Tools • Local, National, and International Learning Experiences (Building on Student Travel Experiences) • Language Learning and Cultural Exchange • Local, National and International Travel for Students and Staff • Transformed Educational Environments • Engaging Students, Staff and Parents in the Transformation Process

5. Key Components of the Plan That Will Be Implemented in 2012-2013

6. Assessment and Evaluation Six (6) Action Steps Focus on Students Career Coaches at High Schools Two (2) Action Steps Training for Staff and Students Three (3) Action Steps • Use diagnostic assessments, including a universal screener • Develop formative and summative assessments in reading and math at all grade levels that align with GaDOE Online Assessment System (OAS) • Develop and conduct pre-testing in reading and math • Develop an educational matrix at each building for assessing students’ progress toward college readiness • Review key educational indicators (i.e., attendance, behavior, academics and participation) and establish equitable targets for all student groups • Learn and utilize the Self-Directed Improvement System (SDIS) – Administrators and Envoys • Implement intensive reading and math intervention programs at targeted sites • Identify and deliver innovative, aligned extra-curricular and co-curricular opportunities to targeted students and/or student groups • Collaborate with local fine arts organizations to develop student groups that present at sites on topics of self-esteem, cultural diversity, and college readiness • Create a process for referring students to mental health services • Create district and site behavior management systems that maintain a culture of safety and high level instruction for all students • Create a process for administrative placement of students who are a danger to themselves or others • Identify a process for placing students who are transitioning from the Youth Detention Center (YDC) into an alternative learning environment • Provide mental health therapy for students placed in alternative learning environments • Identify and select staff to provide homebound services • Ensure guidance counselors conduct quarterly, college readiness meetings and develop and implement Individual Learning Plans for every student in grades 4-12 • Establish a community-friendly, text-based portal for reporting bullying • Conduct a safety evaluation of all Bibb County Schools • Develop a comprehensive process to identify, select, and hire a Career Coach Coordinator and Career Coaches • Plan and conduct a Career Coaches’ Academy and establish accountability procedures and measures for Career Coaches • Provide district and community training to address biases, stereotyping, cultural and racial discrimination and their impact on learning • Train staff and students and implement, monitor and adjust Teacher/Student Envoy Programming at secondary sites • Provide staff and student training to address gang activity Safe and Productive Learning Environment Nine (9) Action Steps Additional Student Supports (i.e., Intervention and Co-curricular Activities) Three (3) Action Steps

7. Additional Learning Time for Students Two (2) Action Steps Leader/Teacher Evaluation One (1) Action Steps Collaborative Teams/Professional Learning Communities One (1) Action Steps Instructional Technology Five (5) Action Steps Professional Learning Eight (8) Action Steps Focus on Staff • Establish expectations for weekly collaborative meetings for all staff focused on the review and analysis of data, the formulation of feedback, and the development of strategies utilizing the Self Directed Improvement System (i.e., SDIS) • Identify and deliver professional development that prepares all leaders to drive transformational change (i.e., including, but not limited to Breakthrough Coach, Efficacy, Equity, CCGPS, OAS, TKES/LKES, and PBIS) • Identify and deliver innovative, research-based, aligned professional development that prepares all staff to increase productivity and improve student outcomes (i.e., including, but not limited to Efficacy, Equity, CCGPS, OAS, TKES, and PBIS) • Identify and mobilize resources necessary to deliver foundational and customized professional development to staff members • Redesign professional learning to include mandatory professional development for all staff • Evaluate and improve professional learning experiences • Develop an Educators’ Academy and a comprehensive Induction Program designed to prepare, and provide ongoing support to, leaders and instructional staff • Require staff to demonstrate application of skills learned through professional learning as evidenced by improved results on annual performance evaluations • Provide intense, ongoing training on the Common Core Georgia Performance Standards • Develop (or continue) additional learning time options for targeted students • Implement the Teacher/Leader Keys State Evaluation System • Assess current technology applications to determine which support effective and efficient communication and increasedproductivity • Review data and determine which technology applications should be replaced to improve communication and productivity. • Prepare and deliver a comprehensive technology development plan that prioritizes, monitors, and coordinates resources for learning • Identify current technology-based curriculum programs and determine whether continued use is indicated • Develop a process for software request and approval • Allocate technology resources according to curricular priorities and needs established by federal, state, and local grants and programs

8. Parent Advocacy One (1) Action Step District/Community Partnerships Two (2) Action Steps Parent Training and Education Four (4) Action Steps Focus on Parents and Community • Create an educational training program that prepares parents and community members to assist students • Identify and deliver training that establishes parents as key partners • Develop and implement an evaluation system to determine strengths and/or to identify changes or additions that need to be made to parent training programs • Partner with area colleges to provide adult education classes for parents and other members of the community • Create and develop partnerships to establish countywide collaborative support of the school district mission • Establish expectations for district leaders to become involved with civic clubs and/or community organizations • Develop parents’ skills as advocates for their own children through collaboration with district Parent Advocates

9. Professional Learning Three (3) Action Steps Wellness Facilities for Staff - One (1) Action Step Second Language Learning: Mandarin Chinese – One (1) Action Step Instructional Technology – One (1) Action Step Data, Assessment, and Evaluation Seven (7) Action Steps Focus on Teaching and Learning • Provide training, resources, and clear accountability expectations for all staff members responsible for processing and administering required assessments • Provide training and clear expectations for leaders and teachers regarding the use of the state’s Online Assessment System (i.e., OAS) • Provide training and clear expectations for teachers regarding the use structures and practices necessary for regular data monitoring • Use collaborative teams to analyze data and formulate feedback at all levels • Utilize data to identify students who have unmet learning needs in math and reading • Create structures for teachers to evaluate curriculum and develop proficiency targets for all students • Create classrooms where students are challenged by high expectations and are engaged in evaluating their own progress • Provide a daily, 90 minute reading block for all K-3 students in order to reach reading proficiency by the end of third grade • Provide all students with high level math instruction in grades K-5 (i.e., 75 minutes), 6-8 (i.e., 60 minutes), 9-12 (i.e., 55 minutes) • Require exemplars training in problem solving for all K-12 math teachers and numeracy strategy/conceptual teaching training for all K-5 math teachers • Expect writing to be a daily lesson component in all classrooms K-3 and integrated into subject areas on a regular basis in grades 4-12 • Require that Social Studies and Science are taught a minimum of three hours per week at all elementary and middle schools • Provide a variety of intervention programs to accelerate learning in reading and math • Build a minimum of 30 minutes of daily intervention/extension time into the school schedule • Provide Response to Intervention (i.e., RTI) resources for all students • Provide intensive professional development for all teachers in grades 6-12 to become proficient reading instructors • Provide ongoing training for leadership (i.e., 2012-2013) in Courageous Conversations • Provide Efficacy Training for all staff (i.e., leadership and targeted groups in 2012-2013) • Deliver language instruction in Mandarin Chinese to preK-3 students (i.e., 2012-2013) • Provide staff members with access to a low cost, fitness facility at a strategically located district site • Determine existing technology resources that improve instruction and engage students as learners Expectations for Instructional Day Eight (8) Action Steps

10. Accessibility One (1) Action Step Infrastructure Two (2) Action Steps Focus on Technology • Build a suitable, reliable, hardwired connection between all facilities in Bibb County • Implement District Standards to define the following: classroom configuration, building configuration, district level configuration, bandwidth needs, equipment replacement schedule, and disaster recovery • Continue a convenient financing program for district staff to purchase personal lap top computers

11. Facilities Two (2) Action Steps Higher Ed Partnerships Two (2) Action Steps Alternative Schools Three (3) Action Steps Flexibility: Restructure and Redesign Four (4) Action Steps Finance: Improving Processes Six (6) Action Steps Focus on Structure of Schools • Collaborate with local universities to provide additional dual enrollment opportunities, mentoring experiences, and instructional opportunities for students • Develop a steering committee to create a plan for a minimum of two alternative schools • Ensure all alternative schools are designed to support “on-time” high school graduation through providing a broad range of structures and supports to recover credit and accelerate learning • Develop a preliminary budget that reflects costs (i.e., including potential savings and potential expenses), review the financial impact of the implementation of the alternative schools plan, and align finances • Make final adjustments to the plan, finalize the budget, and communicate the key components of the alternative schools plan to internal and external stakeholders • Review data collected from internal and external stakeholders to determine the focus of portfolio schools district-wide • Redesign and restructure all departments by identifying the required levels of staffing and expertise needed to support the goals of the Strategic Plan • Create a Research and Assessment Department to provide comprehensive data collection, analysis, and training that supports instructional effectiveness, program quality, and student achievement • Reassign building and department administrators every five years with the exception of specialized areas • Establish consistent practices for communicating with stakeholders regarding district budgets • Provide professional development to school and departmental personnel designed to ensure complete understanding of all financial data they are provided • Develop processes and procedures which enable the Finance Department to meet or exceed customer needs, requirements, and reasonable expectations • Establish procedures that ensure all cash and monetary transactions are processed exclusively by the Central Office Finance Department • Place all services directly related to finance for bids on a regular basis • Make use of live birth data and perinatal statistics provided by county agencies to project student enrollment • Develop a Five-Year Facility Plan • Maintain and monitor a clean, safe, and appropriate work environment for all students, staff, and visitors

12. Consolidating Gains and Producing More Change • Clear expectations for implementation • Use of data to make feedback and develop strategies • Strong accountability (i.e., responsibility and support) • Flexibility and responsiveness

13. Ron Collier, Chief Financial Officer MACON MIRACLE: BUDGET HIGHLIGHTS

18. Presenter: Terrence Martin, Associate Superintendent of Zone Planning Work For 2012-2013

19. Planning Is Essential “When you establish a destination by defining what you want, then take physical action by making choices that move you towards that destination, the possibility for success is limitless and arrival at the destination is inevitable.” ― Steve Maraboli, Life, the Truth, and Being Free Strength of Character and College Readiness

20. Planning Year for SY 2012-2013 Task Force to Identify Research-based Curriculum to Support CCGPS Explore and Implement Research-based Instructional Models at All Elementary Schools (e.g., Departmentalization, Flexible Grouping, and Cooperative Learning) High School Scheduling Redesign Research Effective Alternative School Structures Portfolio Schools Year-round School Calendar Strength of Character and College Readiness

21. Charge Statement: Example

22. Final Quote: Prior Planning “By failing to plan, you are planning to fail.” ― Benjamin Franklin

23. Presenters: Lynn Janes, Coordinator for School Improvement, Mathematics Deborah Dennard, Coordinator for School Improvement, ELA CCGPS: Common Core Georgia Performance Standards

24. Georgia Curricula

25. Bibb County Timeline Teacher Training • September 2011 – Statewide Faculty Meeting • Fall 2011 – GaDOE ELA and math grade level webinars • January 2012 – Bibb ELA and math Train the Trainer Session 1 • Spring 2012 – GaDOE ELA, math, and literacy GPB training • March 2012 – Bibb ELA and math Train the Trainer Session 2 • May 2012 – Literacy training for all 6 – 12 science and social studies teachers • May 2012 ongoing – GaDOE ELA and math unit by unit grade level webinars • August 2012 – Bibb 3 day CCGPS training to all faculty

26. Bibb County Timeline Administrator Training • March 2011 – Principal training at principal’s meeting • November 2011 – LAW presentation • March 2012 – LAW presentation • August 2012 – LAW presentation on RSW process

27. Mathematics Instructional Shifts • Focus • Coherence • Fluency • Deep Understanding • Application • Dual Intensity

28. Six Shifts in ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary

29. Bibb County School District & Macon-Bibb County Workforce Investment Board, Inc. ShermesaSaffold, Career Coach Supervisor Career Coach Program

30. WHAT IS A CAREER COACH? • Empowers high school students to make informed decisions • Helps students define postsecondary education options • The primary goal of a Career Coach is to increase the percentage of high school graduates who enter postsecondary education and/or workforce training prepared for success

31. RESPONSIBILITIES OF CAREER COACHES • 1 on 1 communication between the Career Coach and the student • Administer and interpret career assessments • Facilitate the development of individual career plans • Deliver information on employment opportunities in the region • Ease the transition for students

32. BENEFITS TO BIBB COUNTY STUDENTS • Increased High School Graduation • Academic Skills, Employability Skills & Technical Skills • Stackable Credentials • High School Diploma • Industry-Based Certification, CTAE Pathway • College Credits from Dual Enrollment

33. Career Coach Activities • Georgia College 411 • Workforce Development • Bridge Bill • Employment Services • Career Assessments • Guest Speakers

34. Presenters: Cami Hamlin, Jim Montgomery, and Bertha Caldwell Equity: Beyond Diversity Training with PEG/Courageous Conversations

35. Beyond Diversity • July 26-27, 2012 • FOCUS • An Introduction to Courageous Conversation • A Foundation for Deinstitutionalizing Racism • Eliminating Racial Achievement Disparities • Some Essential Questions • Do We Have the “Will” to Educate ALL Children? • But What About Economic Class? • Why Talk About Race?

36. Beyond Diversity - Evaluation • Participation Reaction – 97%-100% • Content was presented well and received well • Participant Learning – 93%-100% • Knowledge gained can be utilized in job setting • Use of New Knowledge and Skills (Comments) • Do not let this be a one time thing. • I gained multiple perspectives/knowledge of diversity and understanding in order to have courageous conversations that will benefit/impact/improve student achievement • I plan to implement learned strategies in my daily life to navigate a better relationship with people of color, different nationalities, etc. • Use it to foster better race relations in my school and to educate my staff members on racism.

37. Sharing Their Perspectives • Cami Hamlin – Assistant Principal, Springdale Elementaty School • Jim Montgomery – Principal, Weaver Middle School

38. Mandarin Chinese Presenters: Donna Jackson - Associate Superintendent, Zone 1 Susan Simpson - Principal, Rosa Taylor ZichenXu- Mandarin Chinese Teacher, Rosa Taylor Li Zhang - Paraprofessional & Mentor, Rosa Taylor Devon Washington - 2nd Grade Student, Rosa Taylor Mrs. Washington – Parent, Rosa Taylor

39. Mandarin Chinese • Mandarin Chinese is taught in all elementary schools. • Students in Pre-K through 3rd Grade are receiving Mandarin Chinese Instruction. • The students and parents have been extremely excited about adding a foreign language to the elementary curriculum. • We would like to share points of view from students and parents.

41. Good-bye

42. Presenters: Lauren Davis, Student Envoy – Rutland High School Takarsha Ridley, Student Envoy – Hutchings Career Center Morgan Jarvis , Teacher Envoy– Howard High School Julianna Smith, Teacher Envoy – Southwest High School Envoy Project

43. Student Envoys Student Envoys (in grades 6-12) represent a varied and diverse group of leaders, empowered to serve as affirmative change agents within their schools. Teacher Envoys Although the Envoy Project is a student-centered model, Teacher Envoys are essential to its success. These Teacher Envoys are change agents fundamentally committed to the larger Mission of improving the culture in their buildings and in Bibb County.

44. Quick Facts About the Envoy Project in Bibb County • The Envoy Project has been rolled out in all 7 middle and high schools. • Student Envoys are certified in grades 6-12 after successfully participating in the Efficacy Student Leadership Camp. • Each Envoy school has between 25-40 Student Envoys per grade (in grades 6-12). • Student Envoys are supported by a Teacher Envoy and an Efficacy Liaison in their schools.

45. “When you discover your mission, you will feel its demand. It will fill you with enthusiasm and a burning desire to get to work on it.” W. Clement Stone