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Douglass High School, CB & EAugust 2008

FREDERICK DOUGLASS HIGH SCHOOL

THE CENTER FOR BUSINESS AND ENTREPRENEURSHIP

SCHOOL DESIGN PROPOSAL

225 HAMILTON E. HOLMES DR.

ATLANTA, GA 30318

DR. THOMAS GLANTON, PRINCIPAL

M. JOYCE HARRIS, ACADEMY LEADER

DR. MARGIE JENKINS, ACADEMIC DEAN

DEBORAH SIMS, COUNSELOR

EXECUTIVE SUMMARY

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The Center for Business and Entrepreneurship Small Learning Community is designed to address the

needs of students that have an interest in the areas of business management, entrepreneurship finance

and accounting. Bearing these factors in mind, our roster of involved partners includes individuals from

various entities which include the service industry, sales industry, small and large businesses, local

colleges and universities. These constituents contribute to the creation of an academically rigorous

program by providing input and feedback regarding the educational and task-related proficiencies which

will be necessary for students upon entering the world of business. Feedback from partners is aligned

with the Atlanta Public Schools’ requirements for promotion, graduation, as well as the requirements for

college and post-secondary school admittance. In addition, the involvement of current leaders and

entrepreneurs allow the instructors in this SLC to stay updated regarding current business and finance

trends. Relationships of this nature provide B&E students with the ability to network and develop bonds

that might possibly lead to internships.

Two programs are designed to address the needs of students interested in the Business and

Entrepreneurship SLC. They are the Youth Entrepreneurs of Atlanta Program (YE-Atl) and the Youth

Apprenticeship Program (YAP). The Youth Entrepreneurs of Atlanta Program (YE-Atl) sponsored by

the Georgia-Pacific Corporation, allows students to learn the foundations of entrepreneurship and basic

marketing principles. Through field trips, hands-on activities, guest speakers, and site visits, students

will acquire the necessary skills to create a business plan.

INTRODUCTION AND GUIDING BELIEFS

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OUR VISION AND MISSION: THE FOUNDATIONAL ELEMENTS OF CB & E

The goal of the Business & Entrepreneurship Community is to develop highly productive

citizens through an interdisciplinary core curriculum which helps to create tenacious, honorable,

innovative, and highly skilled students who become successful in their postsecondary pursuits. The

mission of the Center for Business & Entrepreneurship (CB&E) Academy is to create independent and

self-reliant thinkers who are prepared to thrive in the fast-changing economy of the future. The over-

arching goals for student achievement are to assist students in developing the knowledge and skills

required to create, perform, and demonstrate effective business practices and applications as a result of

performing duties outlined in a rigorous interdisciplinary core curriculum.

Our mission statement was developed and revised with input from the faculty and staff during

professional development sessions held during the summers of 2006 and 2007. During these

collaborative meetings, the faculty and staff discussed the implementation of the CB&E program and

developed the mission and vision for the CB&E Academy. After analyzing student achievement in the

areas of math and literacy, standardized test results (which include the CRCT and EOCT), and responses

to SLC staff and student surveys, we are most concerned about student performance on the Georgia

High School Graduation Exam and national college entrance exams, such as the SAT and ACT. Using

the APS Teaching Standards, SLC best practices, APS Teaching Expectations, and other data, our staff

took the time to ensure that the mission for the CB&E Academy is aligned with national, state, and

system goals for student achievement. A primary instructional goal of our community is to address

issues regarding continuity in instruction, especially in the areas of math and reading. Our mission

statement has been published in the CB&E Academy brochure (see Appendix I), our monthly newsletter

(see Appendix II), and in the quarterly “The Principal’s Page” Newsletter.

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SCHOOL CULTURE AND CLIMATE

COMMUNITY CULTURE AND CLIMATE

The faculty and staff of our Business & Entrepreneurship connect to students through several

means. Personalization is a vital element of the Small Learning Community Model. The number of

students which is around 400 allows teachers the ability to know them on a personal level. Teachers

make use of interest inventories and engaging activities designed for advisory session, which was

formerly known as homeroom. Advisory session meet Monday through Thursday. The advisement

curriculum includes subjects designed to invite student participation and discussion. Subjects such as

character development, career exploration, and bullying are hot topics for teens today. Students are also

able to share concerns and discuss problems with teachers. The SLC model fosters strong

student/teacher relationships, which are strengthened by the interdisciplinary team model of instruction.

Students are mentored on a daily basis by a homeroom teacher, who is also a core curriculum instructor.

Personal and academic concerns can be addressed in a timely manner and necessary information can be

disseminated to the student’s other instructors and support staff in weekly family meetings.

Weekly interdisciplinary team meetings or “family meetings” are designed so that all teachers

who serve a grade level of students can meet collaboratively. An improvement on comprehensive

school model, the SLC model allows for immediate intervention and thus decreased discipline and

academic concerns. This model promotes a familial culture of collegiality and respect which is further

manifested in strong student, teacher, and community relationships, student and community academic

achievement, and a level of high expectations for citizenship. These measures provide additional

academic and social support for all students within the community, especially those considered “at risk”

for dropping out. (Bridgeland, Dilulio, & Morison, 2006).

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One cultural aspect that has been established involves the sharing of common planning time

among interdisciplinary team members. At all grade levels, all four core subject area instructors have

common planning time and are thus able to consistently meet as a family to discuss student issues,

instructional units, and other pertinent topics that are relevant to the SLC. In addition, the members of

the Small Learning Community meet as a whole on a regular basis to discuss SLC, school, and system

issues. To increase academic achievement teachers also meet by content to analyze data, share engaging

instructional strategies and for continued professional development.

One cultural norm that has been established is the wearing of CB & E paraphernalia (see Artifact

VIII) on Fridays, which has been designated as “School Spirit Day.” During the upcoming school year,

this norm will be further developed with the designation of “Corporate Tuesday” when seniors wear

corporate attire to school. All male students will be required to wear a tie and those who are need a tie

will be provided with one donated community and business partners.

Our female students will also participate in an annual event, “The Circle of Sisterhood Social.”

This ceremony will introduce our female students to their mentors, some who will be college students

from the local Atlanta University Center. This ceremony will include a motivational speaker and

entertainment from one of our community’s partners, the musical artist Algebra.

Frederick Douglass High School has been carefully designed to provide separate areas for the

four small learning communities. Each SLC includes office space for the academy leader, academic

dean, counselor and clerk. The placement of these key resource and leadership team members within the

SLC is critical to the effective implementation of the B&E Small Learning Community. A common area

for instruction has been established within our building for instructional collaboration within the

community. The B&E designated area includes a computer laboratory that will be available for word

processing, creating presentations and research activities.

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In an effort to develop a collegial culture that emulates a corporate atmosphere, the

administrative staff of our SLC has developed a rapport with students that effectively addresses many

behavioral and discipline issues that are presented. These expectations are voiced at our bi-monthly

scheduled “Board Meetings” which involve the entire SLC in a large, open forum that allows for student

questions and responses to relevant community, school wide, and SLC issues (see Appendix VI). To

combat issues that are of a more serious nature, the community has developed strategies which are used

solely within the SLC, such as “pink slips” (see Appendix VII), performance contracts (see Appendix

VIII), and infraction memorandums.

PERSONALIZATION

PROGRAM AND PRACTICES – The membership of our SLC is directly based on student and teacher interests and choice. This

affiliation with our community was established through a school-wide survey, which was conducted in

the 2006-2007 school year. A large majority of the students chose to become members of the Center for

Business and Entrepreneurship Small Learning Community (CB & E SLC), even though it had not yet

been established. In addition, staff and faculty were given the choice to become members of this newly

formed community. Staff given the choice to change to a new community for the 2008-2009 school year

overwhelmingly chose (100%) to remain within this community. In addition, in a survey completed by

students and staff at the near completion of our first year, respondents stated that overwhelmingly, they

supported the Small Learning Community concept (see Tables 1 & 2).

Our community has established a definite identity through the wearing of shirts which are

personalized to promote our SLC. In addition, the shirts also promote our school and are ornamented in

our school colors of black and gold. Students have worn their shirts when attending field trips and staff

members wear their shirts regularly on “School Spirit Days.” (see Artifact VIII ) The wearing of

personalized apparel enriches the establishment of a definite identity which promotes a positive image of

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our SLC. In the future, our community will be personalized with the incorporation of “Corporate

Tuesday s” which will require all staff and students to wear corporate apparel on every Tuesday,

including neckties.

In addition, SLC students which participate in our Youth Entrepreneurs of Atlanta (Ye-Atl)

program were provided with identifying apparel to wear when they attended workshops, field trips,

presentations, and other group activities (see Artifact VIII). These activities have included trips to local

eating establishments, area department stores, corporate establishments, and school functions. This

apparel has further enriched the image of our SLC as one that promotes additional student pathways

which involve entrepreneurship.

Another special program that is offered to students in our community is the Youth

Apprenticeship Program (YAP). This program is designed to provide students with the opportunity to

gain job training and experience while attending high school that will serve as a career pathway.

Students are able to earn post-secondary credit, compensation, and career training in various areas of

concentration.

Students will have numerous opportunities for instruction outside of the classroom or school day

during “zero hour” activities which occur at the end of the regular school day, weekly tutorial sessions

which will occur on Wednesday of each week, and “Homework Hospital” activities which occur on a

weekly basis and provide assistance for students having difficulty with assignments.

Daily instruction in our community will be inclusive of all types of various learning styles and

will follow the models for best practices and effective interventions. Teachers will provide instruction

according to the higher level of Bloom’s taxonomy and will also include multiple learning styles and

differentiated instruction to ensure that learning objectives are met. Since our community will include

PEC trained staff members, instructional planning will include accommodations and allowances for

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special needs and lower-achieving students. Students will demonstrate mastery of knowledge and skills

in daily activities, classroom presentations, programs, and thematic unit presentations.

In our efforts to promote character education and citizenship skills, teachers will provide

opportunities for student lead and regularly scheduled advisories and plan small school and small

learning community activities to include parent participation in many ways, which include the SLC’s

annual Thematic Unit Presentation, My Brother’s Keeper Event, and The Circle of Sisterhood Social.

ACADEMIC AND SOCIAL SUPPORTS The student affiliation with our community was established through a school-wide survey, which

was conducted in the 2006-2007 school year. Even though it had not yet been established, a large

majority of the students chose to become members of the Center for Business and Entrepreneurship

Small Learning Community (CB & E SLC) In addition, in a survey completed by students and staff at

the near completion of our first year, respondents stated that overwhelmingly, they supported the Small

Learning Community concept (see Tables 1 & 2). Students within the community are assigned to a

grade level “family” of core subject instructors. These families include a PEC teacher and elective

instructors. In addition, staff will provide guidance and counseling services during daily Advisement

sessions of less than 20 students as well as scheduled transcript reviews with students to ensure that they

are meeting the requirements for graduation as well as choosing a course of study from our SLC’s

instructional pathway. Also, we will ensure that counselors work exclusively with students in the small

learning community to which they are assigned by working with the registrar to make sure that

homerooms correspond with core instructional groups and that purity is maintained as much as possible,

especially in grades 9 and 10.

One concern our students face is the issue of adequate health care and screenings. This process is

one of the first steps in our system’s Student Support Team (SST) process, since often health issues can

negatively affect academic progress. A yearly health fair will ensure that students receive health services

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as necessary as well as screenings for hearing and vision. One proposed partner is the local health clinic

which will have the qualified staff to assist our school’s nurse with meeting the needs of our students.

This fair will also promote healthy practices within our SLC, one aspect which was thoroughly

discussed and demonstrated in an activity at the Spring 2008 Thematic Unit Presentation. After a survey

of our students during the 2007-2008 school year, students expressed an interest that provided support

for a student fitness program and/or intramural sports activities to promote healthy lifestyles. The

Design Team accumulated this data and has begun the process of planning a SLC wide fitness program.

In 2008, Douglass will change to a 4 X 8 schedule which requires students to attend a semester

class on alternate days for an entire year. The implementation of this model in Douglass High School

will be aligned with the national trends for school improvement. Researchers that have explored our

nation’s schools note that about 50% of U.S. schools use some form of block scheduling (Dexter, Tai, &

Sadler, 2006). This scheduling model will allow teachers to become acquainted with all of their students

at the beginning of the year and strengthen the bonds of their relationship by continuing to instruct them

for the whole year.

Since our goal is to provide strategies that will be used to increase students’ awareness of

readiness for college as well as other postsecondary options, student experiences will be enriched with

extended-day activities (Tutorial/Enrichment activities) (see Artifact IX) facilitated by Douglass High

School teachers and University Instructors, and daily Advisement sessions that will focus on college

preparation. These services will be expanded to before and after school and each Saturday to meet the

needs of students across ability levels in the CB&E Small Learning Community.

Our community will partner with organizations in the community to assist in the development

and delivery of special services to students and their families. Three of our business partners have

agreed to provide instructional support to our students in areas that will strengthen targeted goals for

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improvement, including reading and math tutorial. In an effort to ensure that the curriculum and

instruction of our SLC meets the needs of special needs students (e.g., gifted, inclusion, moderate) and

are referred according to system guidelines for establishing the level of intervention to appropriately

determine the type of strategy necessary (See Appendix XII). We will attempt to provide these various

interventions to assist our students with being prepared for life after high school graduation. Once a

student has completed our pathway of study, they will be prepared for employment in the area of

business and/or secondary education with a prerequisite knowledge of the corporate field.

Currently, a PEC teacher is assigned to each CB&E SLC family and has responsibility for the

management of the Individual Educational Plan of each of the students assigned to that family. In

addition, the PEC teacher has a common planning period with the core teachers in the SLC family which

provides the PEC teacher with an opportunity to meet regularly with the core teachers to discuss

students’ academic progress, plan support activities and monitor students’ achievement. This model

provides for consistency and support for the PEC students assigned to the CB&E Academy.

Our SLC will provide the following support strategies to meet students’ academic and social-

emotional needs and improve student motivation, self-confidence and achievement: Gender-Specific

instruction (2 classes at the 9th grade level), academic tutorial, and enrichment activities such as clubs

(FBLA, etc.) and academic programs (Ye-Atl and YAP).

EXTRACURRICULAR AND EDUCATIONAL ACTIVITIES

The CB&E Small Learning Community provides students with an opportunity to participate in

the wide range of extra curricular activities offered at Douglass High School. These extra curricular

activities include football, boys and girls basketball, cross country, track, tennis, volleyball, cheering,

and more. Sports related extracurricular activities will be under the direction of the athletic director who

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will oversee the organization and operation of the athletic programs for Douglass High School. This will

encompass the CB&E Small Learning Community.

Currently, we are in the process of developing a community health club that will offer athletic

activities and related items, including nutritious snacks and beverages, that can be marketed to other

SLCs by some of our community’s entrepreneurs. Students surveyed responded that they would consider

participating in after school or before school recreational activities, which promote our vision and

mission to develop tenacious and honorable students (see Table 3). Studies have shown that students

which are physically active tend to be more alert and responsive in the classroom. Also, by providing a

healthy outlet for students that might otherwise be non-productive, we would encourage positive

behaviors, promote leadership and team-building strategies, and allow our stakeholders to remain

involved with the SLC outside of the classroom. Students that participate in this intramural program will

be provided with apparel and paraphernalia, such as water bottles, that promote our SLC and its focus on

health. Our goal to become a supportive community of a staff that attempts to meet the social and

academic needs of our stakeholders will be enhanced with the inclusion of this activity. This program

will be supervised by our community’s Intramural Sports Supervisor.

Activities which are specific to our community include Future Business Leaders of America

(FBLA), a national organization designed to promote ethical business practices and our partnership with

a local mentoring organization, Banking on Our Future (see Addendum). This FBLA is led under the

direction of CB & E staff members, and although the membership is inclusive of all Douglass High

School students, the activities are aligned with the focus of our SLC. However, our partnership with

Banking on Our Future is inclusive to our SLC and involves the mentoring of students in completing

business marketing activities and corporate mentoring experiences. Other student clubs which are

implemented school wide to promote academic achievement include Beta Club and National Honor

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Society. These organizations require that students maintain an above-average GPA and encourage

volunteering and community improvement activities. All of the aforementioned extra curricular

activities develop students’ leadership and team work skills and promote high academic achievement.

INTERDISCIPLINARY TEACHING AND LEARNING TEAM ORGANIZATION

FORMATION OF TEAMS

Our plans for the development of interdisciplinary and learning teams involves the composition

of a group of four core teachers per grade level, one in each of the following areas: mathematics,

language arts, social studies, and science. These teachers will provide instruction to a select group of

students within the SLC. We have specific plans to ensure that each interdisciplinary team works with

90-120 students exclusively. Each homeroom will have a maximum size of 28 students.

LOOPING STUDENTS FOR MULTI-YEAR SUPPORT

It is our hope that once the issue of purity and staffing is resolved during the 2008-2009 school

year, we can continue with our plan for allowing students to remain with their teaching teams and begin

our second year of looping in the fall of 2009. Dropout students which participated in a research survey

stated that establishing a strong relationship with at least one adult in the school greatly increases a

student’s chances of remaining academically focused (Bridgeland, Dilulio, & Morison, 2006). Our goal

is to sustain our community’s instruction-based culture and maintain our positive climate.

STRUCTURES TO SUPPORT

We have multiple strategies in place to support common prep periods with provisions for

extended blocks of time since our academy is organized to develop and promote the advancement of the

“family” concept. Teachers which share the same instructional group will also share the same planning

time which will be used to plan curriculum, monitor learning activities and note the progress of students.

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All teachers participate as a member of an SLC family which has common prep period that can

be used to plan individually and with their interdisciplinary team. Instructional teams will use their time

to plan curriculum, learning activities and progress of students at their weekly “family meetings.” These

four families (9th grade, 10th grade, 11th grade and 12th grade) have a designated instructional family

leader who has the responsibility for convening a meeting of the SLC family at least twice weekly.

During the family meeting, the SLC family leader ensures that the family monitors curriculum, learning

activities, and student progress. Specific protocols will be in place to ensure accountability and

compliance which include Family Meeting Minutes, and other forms of documentation.

Our small learning community’s classrooms, offices, and meeting space will be easily

identifiable within the building. Since the focus of our community is Business and Entrepreneurship, our

goal will be to create a corporate atmosphere in both culture and appearance. We have envisioned an

area that replicates an office waiting area, complete with coffee tables and a lounging area, for parents,

staff, and students to meet and/or wait outside of the administrator’s office. Our walls will be adorned

with images of successful African-American entrepreneurs, a plaque which lists our corporate partners,

and other identifiable community information. In order to promote school spirit, the primary colors used

will be gold and black. One of our current partners, the Atlanta Carpenter’s Union, has already agreed to

supply labor and materials to assist with the remodeling of this area.

Currently, each classroom within our community posts our SLC’s vision, mission, and student

expectations. In the future, our classes will also post a roster of honor roll students within each

homeroom, student projects and/or reports regarding entrepreneurship, and a signed student ethics

statement which outlines behavioral expectations for students.

In our first year of implementation, our SLC faced many challenges. Instructional purity,

especially in grades 9 and 10, was a major issue. Due to staffing limitations and budget cuts, many of

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our interdisciplinary teams were not completely staffed with members from our community. We have

noted that this situation has presented a barrier regarding student/teacher relationships and addressing

student concerns. Currently, we are attempting to address our immediate need for instructional purity

which enhances the learning experience of 9th and 10th graders. Due to the fact that we are absorbing the

staff of three former SLC’s (which will be dissolved in the 08-09SY) we are assuming that our staffing

concerns will be resolved. It is our hope that once the issue of purity and staffing is resolved, we can

assign looping for following school year, 2009-2010. Once this strategy is implemented, we will sustain

our community’s instruction-based culture and maintain our positive climate.

RIGOROUS AND RELEVANT CURRICULUM AND INSTRUCTION

OUR PROGRAM OF STUDY

The CB & E pathway, our four year program of study (see Appendix), has been designed to

equip students with the financial, literacy, leadership, and management skills necessary to pursue post-

secondary options, academically perform tasks deemed appropriate per our state’s graduate level of

achievement, with the specialized curriculum opportunity to develop and sustain a small business or

entrepreneurial endeavor. Our pathway curriculum meets our state and system’s graduation

requirements, and the stipulations for college entrance at both public and private universities.

Our academy reviewed the following data while developing our pathway of study: student

performance on the Georgia High School Graduation Test (GHSGT), End of Course Tests (EOCT),

teacher pass/fail rates, graduation rates, attendance data, freshman pass/fail rates, and SAT/ACT scores.

The aforementioned data will be reviewed to determine the level of success being made in meeting the

vision and mission of CB&E Academy. This data will guide our strategic academic interventions, as

well as our day-to-day instruction. In addition, the mission and vision statement for the Center for

Business & Entrepreneurship Academy will be reviewed and revised annually for consistency and

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relevance to ensure that the needs of our stakeholders are being met. By receiving additional input from

key stakeholders such as students, parents, and business and community partners, we can develop and

maintain a culture of revision that assists our SLC with the process of continuous improvement. This

solid SLC structure will benefit the staff, students, and stakeholders of our community by providing us

with features which are evident in quality small schools, which include an authentic curriculum that

engages and meets the needs of our students, and a strong family and community connection (Darling-

Hammond, 2002).

Graduation criteria will be communicated to parents and students through a series of yearly

events which include sessions with the counselor to discuss transcripts, college readiness seminars for

juniors, seniors, and their parents, and the completion of graduation portfolio requirements. Each year,

9th, 10th, and 11th grade students will participate in a transcript review session with their parents and a

staff member from the SLC. During this session, students will discuss the community’s educational

pathway and their progress towards graduation. In addition, our SLC will participate in our school’s

“Senior Night”, which is conducted at the beginning of the school year. This highly-publicized occasion

provides an opportunity for parents, students, and a counselor and/or administrative staff member to

consult with 12th grade students regarding their transcripts in order to ensure that they are prepared for

graduation in May. In addition, the completion of a graduation portfolio will also incorporate college

and meaningful post-secondary opportunities into our communities’ mission and goal for our graduates.

This portfolio will be aligned with our community’s educational pathway and will include items which

meet state and system graduation requirements. In addition, the portfolio will also contain community

service activities, which meet our system’s requirements for promotion.

STUDENT PROFICIENCY

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Our school has designed student proficiencies, demonstrations, and assessments of instruction

that are incorporated within our rigorous and challenging curriculum that meets high standards and is

relevant. Students that enter a pathway of study within our SLC are expected to complete a senior

portfolio which includes a complete business plan for an actual or proposed entrepreneurial endeavor,

college and/or other secondary program applications and essays, SAT and ACT scores, FAFSA and

scholarship applications, a research essay, letters of recommendations, and a professional resume. This

assessment of student proficiency is linked to graduation requirements and the majority of requirements

for college or secondary school entry. Students that have completed this portfolio, in addition to system

requirements, will be recommended for graduation and referred to secondary educational institutions to

assist them with the process of life-long learning on their journey to productive citizenship.

Since the portfolio includes an actual business plan, it encompasses literacy across all subjects

and numerical skills while addressing the theme of our SLC. The business plan will include a mission

statement, a marketing plan, the economics per unit of sale, and a financial plan that includes return on

investment. In addition, since the portfolio is completed over a series of years, it offers scaffolding for

students’ progress towards the required proficiencies involved in the portfolio and addresses adolescent

interests and cultural backgrounds by allowing choice in their explored entrepreneurial endeavor. A

completed portfolio will include all eight qualities of engaging student work, including student choice,

affirmation of performance, novelty and variety, and authenticity (Schlechty, 2002).

The CB & E SLC has a rigorous curriculum for our community that involves the inclusion of

high standards, and a four-year sequenced plan of study that includes electives that focus on business

and entrepreneurial based learning activities yet is aligned with a college-preparatory curriculum so that

autonomy is allowed within our SLC’s curriculum (Appendix XIII). These unique features and the

culmination of a community-specific portfolio address the theme of our small school.

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INTERDISCIPLINARY TEACHING AND LEARNING

During each semester, the CB & E Community will complete a community-wide thematic unit

that will provide an opportunity for students to experience an integrated curriculum that includes units

and projects that offer scaffolding for students and are related to our student’s interests and backgrounds.

These units will include the nine elements of essential learning strategies, such as cooperative learning,

nonlinguistic representations, and providing recognition (Marzano, 2001).

In the 2007-2008 school year, our SLC completed an interdisciplinary thematic unit that

encompassed all subject areas. The title of our unit was “The American Dream?” This title was derived

from numerous discussions within our community involving students, staff, and community liaisons

regarding the numerous changes that are affecting the demographics of the clients we serve. Currently,

two major federal housing units are being demolished and residents are facing the challenges of

relocation. These effects of gentrification are a reality that many of our students have voiced concerns

apprehension about. In an effort to educate our students about the business aspects of financing and the

prospects of entrepreneurship that could possibly emerge from this situation, the decision to create a

thematic unit on this topic was unanimously agreed upon by the CB & E staff. This unit was celebrated

at its culmination with a showcase event, which allowed business partners, parents, community leaders,

staff, and other stakeholders to view artifacts which have been created by the students in our SLC (see

Artifact XIV). Planned activities included a family dinner that invited parents to dine with staff and

students, and a formal student facilitated program. The total number of participants exceeded 150.

Students in the CB&E Small Learning Community will be expected to demonstrate leadership

skills and appropriate behavior daily. Through classroom activities, informational sessions, and the

modeling of visiting guest speakers, the development of students’ communication skills will be

enriched. Students will be granted numerous opportunities to demonstrate these skills in various SLC

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promotional activities, which include the annual Community Showcase, yearly Partnership Brunch, and

annual Focus on Business and Entrepreneurship Conference.

Other curricular design features that will be prominent in our school will include the use of

corporate jargon when referring to daily activities and student expectations. For example, students that

are tardy will receive a “memo” document that outlines the infraction and will be referred to a

“debriefing” on a designated day of the week to discuss their infraction and complete activities that are

relevant to the instruction missed. Assignments will be referred to as “projects” and teachers will be

referred to as “facilitators”. Students in each class will take on various corporate team building roles

such as president, vice-president, manager, secretary, and other roles for cooperative learning. These

workgroups will be given daily tasks to complete using these various roles in their Cooperative Learning

Group. Objectives will be written uniformly within the SLC and will include an “existential inquiry”

each day which relates to the daily objective. The objective will include activities which are listed within

the four highest levels of Bloom’s Taxonomy, as well as one of the three domains of learning identified

by Benjamin Bloom (Bloom, 1956).

DEVELOPING OUR CURRICULUM

Our community leaders/business partners will collaborate with instructional teams in planning,

leading, and assessing students’ work by providing tutorial, instructional support, and enrichment

opportunities. In addition, at monthly meetings and yearly activities, partners will be given the

opportunity to plan and participate in community thematic units and thus assess student projects and

culminating products. Our goal is to eventually establish more autonomy in our curriculum by

incorporating additional learning pathways such as dual enrollment, with one of our current partners,

Morehouse.

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We would also like to establish a corporate internship program with Atlanta area businesses and

major corporations that provides work and service learning for students that can be completed during the

summer break. These internships will provide an opportunity for students to research and strategize their

proposed business plan, network with experts in the field of their interest, and become knowledgeable of

the business arena. This program would enhance our curriculum by allowing students to use real world

scenarios to enrich their learning experiences.

INSTRUCTIONAL SUPPORT We will incorporate instruction that provides multiple opportunities for students to demonstrate

mastery of knowledge and skills. We will ensure that students are engaged in authentic instruction by

completing Reflective Practice Walk-Throughs to note evidence of High-Yield Instructional Strategies

(Marzano, R., Pickering, D.J., & Pollock, J.E., 2001), teacher and student observations, and the

incorporating of an existential inquiry student exit ticket on a daily basis.

Current students that responded to a CB & E SLC survey stated overwhelmingly that they

believed they learn more when they receive instruction that involves the integration of different subjects,

such as thematic units. Considering these factors, the faculty and staff of the CB&E Academy will plan

and implement thematic units of instruction that will be displayed for our school’s staff and community

stakeholders.

CB&E students will have numerous opportunities for instruction outside the classroom and

school day through the integration of technology to support curriculum, instruction and remedial/honors

work. These opportunities will include homework help during the daily advisory/homeroom session;

after-school tutoring with online support Monday through Thursday from 3:15 to 5:30 p.m. (see Artifact

VII); and, the Saturday Success Academy from 9:00 a.m. to 12:00 noon. A computerized Credit

Recovery Program will provide students who have failed a class to gain credit for the course through

completing a prescribed on-line curriculum (Plato). Finally, CB&E students will have an opportunity to

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take free SAT/ACT preparation classes. Students with low literacy skills will be accelerated within our

SLC’s program under a variety of support systems which include tutorial and remedial activities.

Specifically, students will be required to demonstrated mastery on teacher made assessments, bench

mark assessments, individual projects, group projects, individual assignments and much more. The

organization of the CB&E Small Learning Community embraces and supports special education

students and English Language Learners. Each PEC teacher has a common planning period with the core

teachers in the SLC family which allows them to meet regularly with the core teachers to discuss the

needs of their students.

STUDENT ACHIEVEMENT

Atlanta Public Schools’ goals and standards provide the foundation for determining the overall

goals for the CB&E Academy. The curriculum and instructional practices and programs of the school

include the following: APS Teaching Standards, APS framework, APS Teacher Expectations, and SLC

best practices. At the school level, the faculty and staff monitor student progress using benchmark

assessments, three-week instructional reviews, and nine-week instructional reviews to monitor the

instructional progress of our students. Within our SLC, additional motivational strategies used to meet

the needs of at-risk students used by the CB&E faculty and staff include examining data presented at

family meetings and SLC meetings (see Appendix III) that relates to our students’ progress regarding

academics and daily attendance (see Appendix IV). During the 2009-2010 school year, our SLC will

incorporate a gender-specific class to address the needs of targeted “at-risk” students.

One approach to teaching and learning that has been effectively implemented is the examining of

data acquired from mock standardized tests. For example, the student performance data from last year’s

tenth graders on a mock Georgia High School Writing Test (GHSWT) was disaggregated according to a

benchmark rubric. Students were assembled into homogenous groups according to their level of

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performance and provided with intensive tutorial sessions, writing packets, workshops, and one-on-one

instruction (as necessary). The intervention provided was designed to specifically address their level of

performance. As a result, student achievement on this year’s GHSWT increased dramatically to an

overall passing level of approximately 90%. (see Artifact I) With the implementation of intensive

transcript reviews, increased instructional purity, and core-instructor looping, it is our hope that the

implementation of intensive tutorial “pull-outs” will not be a necessary strategy for instructional

intervention.

TEACHING AND LEARNING SUPPORT

Since the goal of CB & E is to groom successful, productive citizens, it is essential that a strong

leadership team be utilized to provide adequate direction to both staff and students while developing a

professional learning community that supports the professional growth of teachers and other staff. Each

member of the CB&E Academy leadership team possesses an endorsement in educational leadership, in

addition to other post-graduate level certifications. Each member of the leadership team specifically

addresses a key component which is essential to the functioning of the community. Counselors within

the SLC will work exclusively with the students in the small learning community they are assigned. Our

goal is to ensure that a rapport is established between each student and the SLC counselor that

strengthens the academic progress of the SLC.

CONTINUOUS PROGRAM IMPROVEMENT

PROFESSIONAL DEVELOPMENT

Our community has outlines our professional development priorities for teachers and staff.

During the 2008-2009 school year, Douglass will alter its daily class attendance routine to a 4X8 block

schedule. In a national study regarding student perceptions regarding high school, eighty-one percent of

former high school students stated that their classes would have been more interesting if the curriculum

21


had been more relevant and engaging and included focus groups and experiential learning activities

(Bridgeland, Dilulio, & Morison, 2006). Block scheduling would provide opportunities for these types

of activities due to the expanded length of class time. Since this type of schedule also requires less

direct-instruction based teaching strategies in order to maximize instructional time, teachers must alter

their teaching styles and use time wisely during the extended period to address the learning needs of

their students (Rikard & Banville, 2005). For these reasons, professional development will be offered

regarding effective questioning and maximizing instructional time to enhance the level of instruction

students within our community receive. This professional development will support our curriculum and

goals for student achievement because it will equip teachers will strategies that can be used to enhance

the current curriculum and assist us in increasing student achievement on a day to day basis, as well as

on state and national standardized exams. Family members which attend training will return and

redeliver these instructional strategies to the remaining members of the community. In addition, we will

incorporate the practice of a Reflective Classroom Walk-Through to align daily instruction and talk with

teachers about improvement in teaching and learning and to note whether instructional strategies

demonstrated at professional development sessions are being utilized within the classroom. The Walk-

Through will be conducted by staff as well as administrators for the purpose of determining the

effectiveness of our curriculum and the instruction of colleagues. One goal of this practice is to more

clearly identify best practices and instructional needs while planning future professional development.

These practices will allow CB & E to develop a professional collaborative culture that includes collegial

exchange, expert training to positively impact instructional practice and student learning

INTERNAL ASSESSMENT OF SCHOOL AND TEAM PERFORMANCE

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The CB & E SLC will monitor the implementation of its curriculum by assuring the forms of

assessment are consistent with the theme and state/district standards. The faculty and staff will monitor

student progress using benchmark assessments which are aligned with indicators of progress that are

outlined in the Douglass High School Improvement plan. These indicators include increased

performance on the GHSGT and EOCT’s in all subject areas. Student performance will be noted in the

fall of each school year, so that interventions can be implemented during the remainder of the school

year. In addition, daily student performance will be monitored and discussed in family and SLC

meetings.

At the end of the school year, student progress will be noted on mock assessments, prior to the

actual implementation of standardized exams. Our goal will be to assist all students with achieving a

passing or pass-plus score on required exams. Additional measures will be taken at various intervals to

evaluate our students’ success and achievement which include the evaluation and disaggregating of data

acquired from mock tests, tutorials, workshops, and one-on-one instruction (see Artifact I).

Staff in our community will be assessed according to benchmarks which include instructional

evaluations, and a professional duties assessment. Staff members that are having difficulties with

completing their duties are notified and provided opportunities for improvement by the end of the first

semester of instruction. These opportunities for improvement include professional development,

mentoring, and job shadowing. These benchmarks are implemented with the goal of increasing the

retention of quality instructional staff and tenured teachers. New staff will also receive training

regarding the community’s mission and vision, instructional goals, culture and practices, and policies

and procedures.

In the event that CB & E is not achieving its goals for instruction, procedures and corrective

actions are in place to identify the areas in need of improvement, engage in measures designed to

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strengthen those areas, note progress, and plan additional strategies if necessary. On a quarterly basis,

these areas will be identified through surveys, benchmark assessments, interviews, collegial

collaboration, and classroom observations. Our SLC will evaluate its progress toward these goals during

the school year by evaluating the data presented on mock assessments. As stated previously, this data

will be analyzed to note strategies for improvement and a second benchmark will be completed at the

end of the year, to note progress.

On a quarterly basis, students, parents, community partners, and other stakeholders will be

utilized towards making improvements toward instruction. Once data is compiled and analyzed, our

stakeholders will assist us in determining and implementing strategies for improvement such as tutorial,

one-on-one instruction, and mentoring.

FEEDER SCHOOL, STUDENT RECRUITMENT AND POSTSECONDARY ARTICULATION

By establishing a relationship with our feeder schools, rising freshman students will be provided

with a pathway of our curriculum (see Appendix) that will allow them an opportunity to choose their

SLC and community electives. Our SLC will be marketed at feeder school PTSA meetings, community

events, student orientation, and other promotional activities. Our goal will be to market effectively in an

effort to increase diversity. Current students will participate in these feeder school visits and

promotional activities by speaking on behalf of the SLC and the various programs we offer. Incoming

freshman students and their parents will also be provided with brochures and other materials which

highlight the attributes of our community. A staff member and student representatives from our

community will be present to answer any questions and provide an overview of our program, in order to

ensure that all students feel welcome. Students that are interested will be provided with an application

that outlines our program of study and additional educational programs. We will require that students

meet the standard guideline of promotion to the ninth grade. We will not require that students meet a

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particular grade-point average or attendance requirement, since one of the goals of SLC’s is to embrace

all students and assist them in improving their social and academic progress.

In a school-wide student survey conducted in 2007, a majority of the entire student population

showed interest in becoming members of our SLC. In 2008, a student survey conducted within the CB &

E SLC noted that the majority of our students were comfortable with CB & E and the overall Small

Learning Community Concept. These facts provide evidence that there is sufficient interest in our SLC

to fill the proposed number of student openings. Since our program is restricted to students which reside

within the attendance area zoned for Douglass High School, and we will target area feeder schools for

membership, we will ensure the recruitment of community area students. Due to staffing restraints, we

will not be able to accept more than a 10% increase in student enrollment in our SLC without

compromising purity.

In a school-wide student survey conducted in 2007, a majority of the entire student population

showed interest in becoming members of our SLC. In 2008, a student survey conducted within the CB &

E SLC noted that the majority of our students were comfortable with CB & E and the overall Small

Learning Community Concept. These facts provide evidence that there is sufficient interest in our SLC

to fill the proposed number of student openings. Since our program is restricted to students which reside

within the attendance area zoned for Douglass High School, and we will target area feeder schools for

membership, we will ensure the recruitment of community area students.

We plan to work with postsecondary institutions to receive assistance in the following areas:

educational support, curriculum alignment, mentoring, instructional support, and dual enrollment. Our

primary educational partner, Morehouse College, has provided us with suggestions and strategies for

curriculum alignment, and committed to provide mentoring services during the 2008-2009 school year.

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Currently, we are in the process of developing a dual enrollment option for upper level students in our

community which we hope to implement within the next two years.

TEACHING AND LEARNING TEAM ORGANIZATION

Incoming freshman students will be targeted at our feeder schools and provided with a pathway

of our curriculum (see Appendix) that will allow them an opportunity to choose their SLC and

community electives, which include the mandatory 9th grade Freshman Seminar Class. Students in the

10th-12th grade will also select from this pathway of study and will have the opportunity to enroll in

additional electives and programs offered within our SLC, such as Youth Entrepreneurs of Atlanta (Ye-

Atl) and/or the Youth Apprenticeship Program (YAP).

Students also attend core classes within their Small Learning Community and receive instruction

from an interdisciplinary team of teachers, which includes their homeroom advisor. Special activities,

field trips and community service events are planned for the students in order to promote high levels of

communication and personalization. These special activities are tailored to address activities and

presentations which promote business and entrepreneurship. Our primary goal for implementing this

model is to address the needs of our students. We are aware that when interdisciplinary teams and their

students remain together for multiple years, a strong and consistent support network is established which

enhances the instructional, social, and behavioral development of students. Bearing these factors in

mind, we are making progress toward establishing an instructional model that allows for “looping” to

take place.

In our first year of implementation, purity, especially in grades 9 and 10, was an issue. Due to

staffing limitations and budget cuts, many of our interdisciplinary teams were not completely staffed

with members from our community. We have noted that this situation has presented a barrier regarding

student/teacher relationships and addressing student concerns. Currently, we are attempting to address

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our immediate need for instructional purity which enhances the learning experience of 9th and 10th

graders. Due to the fact that we are absorbing the staff of three former SLC’s (which will be dissolved in

the 08-09SY) we are assuming that our staffing concerns will be resolved. In addition, since we will

have adequate staffing, we can ensure that our teachers instruct all of their classes within the same

interdisciplinary team within the small learning community of their primary affiliation.

COMMUNICATION PROCESSES

In an effort to continuously improve the communication process within our community, we have

established various levels of effectively gathering and disseminating data to our stakeholders. The

various methods of promoting information include brochures, promotional flyers (see Appendix IX),

online surveys and informational materials (see Appendix X), e-mail communication (see Appendix XI),

and other means of giving and receiving data. Our staff will offer information about our SLC using a

variety of formats. The CB&E staff will develop and disseminate brochures, flyers and newsletters to

students, parents, feeder middle schools and other stakeholders. These public relations resources will

include information relative to the mission, goals, programs, activities and benefits of the CB&E Small

Learning Community.

In order to ensure a diverse group of students, special recruitment visits will be made to feeder

middle school to inform incoming ninth graders of the CB&E Academy. Components of the vertical

teaming process will be utilized with feeder school staff to ensure that student expectations are

strengthened across grade levels. In addition, this process will assist with the successful transition of

incoming ninth graders. Finally, eighth graders will be invited to the school to experience first-hand the

CB&E Academy, which will include information sessions presented by current CB & E students.

Various processes and structures are in place for students to communicate with school

administrators on a regular basis about their concerns. Students in the CB&E Small Learning

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Community will meet regularly with the SLC administrator. In addition, students will attend annual

Community Forums which will allow them to discuss and address pertinent issues. Also, monthly SLC

family meetings will be held in order to provide family members with an opportunity to discuss student

concerns with the administrators and gain an understanding of the student expectations for academic

success and positive student behavior. Students will be provided with opportunities to demonstrate

appropriate behavior while promoting a positive culture and climate within the community. For

example, during the 2007-2008 school year, students conducted informational sessions within the

community regarding the Ye-Atl program (see Artifact II). In addition, we are currently attempting to

address specific concerns which have been voiced by students. One option that has been voiced is the

inclusion of an online CB & E communication page, such as FaceBook, to communicate with students

and staff. In a survey of students in the SLC, 85% of respondents stated that they would participate if

this method of communication were offered (Table 3).

In addition, all students will have an opportunity to apply for special internships in local

businesses and with entrepreneurs in order to further refine their business and entrepreneur skills.

During the 2007-2008 school year, students in the SLC’s Ye-Atl cohort were given the opportunity to

display their entrepreneurial spirit in the community’s annual Market Day activity. This activity required

students to utilize the entire marketing process which included promotion, supplying of goods,

transaction completion, and profit/expense calculation (see Artifacts III- VI).

Students within our SLC will have various opportunities to interact with students in other schools

at various events and programs which include events sponsored by our system, such as the High School

Transformation meetings; events sponsored by our community, such as the Thematic Unit Presentation;

and events sponsored by community partners, such as the annual Georgia-Pacific “Dare to Dream”

conference.

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ASSESSING INSTRUCTION

In an online survey of CB & E students, 95% of the student participants responded that they felt

that programs which allowed them to participate in career related activities improved their educational

experience (see Table 1). This survey was conducted during the end of the first year’s implementation of

the Business and Entrepreneurship Small Learning Community in an effort to ensure that the model was

effective and note areas in need of improvement. Based on student responses, the current model which

allows students to explore career related options is aligned with our students’ needs and level of

expectation.

Using best practices, interdisciplinary team instructional methods include student choice in

assignments, various modes of demonstrating knowledge, and an allowance of choices that reflect

students’ varied strengths, learning styles, cultural experiences, needs, and goals. Each interdisciplinary

team includes PEC staff to help plan curriculum and to create inclusive classes that meet the needs of all

students. In addition, professional development will be provided to the staff to ensure that our SLC’s

instructional program utilizes research-based instructional strategies.

During the 2008-2009 school year, Frederick Douglass High School will alter its schedule from

the 4 X 4 block schedule to the 4 X 8 block schedule. According to current research studies regarding

scheduling, one of the advantages of block scheduling is that it allows for active teaching methods

which include team teaching, multidisciplinary classes, lab and fieldwork, peer tutoring, collaborative

learning group activities, and portfolio development (Dexter, Tai, & Sadler, 2006; Rikard & Banville,

2005). Teachers that have instructed under this scheduling model have noted that they could cover

course material in more depth and involve student problem solving activities (Rikard & Banville). Some

researchers suggest that block scheduling has encouraged high level questioning and instruction since it

allows for cooperative activities and high cognitive processing. Forty-seven percent of students that had

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dropped out of high school noted that one major reason for their decision was because classes were not

interesting (Bridgeland, Dilulio, & Morison, 2006). Eighty-one percent of former high school students

stated that their classes would have been more interesting if the curriculum had been more relevant and

engaging and included focus groups and experiential learning activities (Bridgeland, Dilulio, &

Morison). Block scheduling would provide opportunities for these types of activities due to the

expanded length of class time.

Health services for the CB&E Academy students will be provided by the school nurse assigned

to Douglass High School. The nurse will work with the CB&E staff to ensure that students’ health needs

are met. These services will include individual, small group and large group sessions on topics such as

MSRA infection, sexually transmitted diseases, and other topics. In addition, the nurse will provide

vision and hearing screening for all CB&E students.

Surveys of CB&E students were conducted by the staff at the end of the 2006-2007 school year

and the beginning of the 2007-2008 school year. The results of the surveys revealed that students want

and need additional counseling services. Many CB&E students do not feel as though they have an

opportunity to meet regularly with their assigned guidance counselor. In fact, many CB&E ninth graders

were not able to identify their guidance counselor. As a result, the Freshman Seminar Program was

implemented during the 2007-2008 school year. One component of this program involved ensuring that

students could identify and locate key support staff (see Artifact XIII). During the 2008-2009 school

year, an Advisory program will be implemented that includes all students, with a curriculum that is

grade-level specific.

Additional surveys were conducted during the 2008-2009 school year of CB & E students to

determine the types of student support services or programs that should be provided to students, and the

appropriate measures that should be taken to improve the current program (see Table 1). Ninety-five

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percent of students surveyed responded that they feel comfortable with the Small Learning Community

Concept. In addition, almost 100% of student respondents stated that they felt students perform better

when they are provided with strong support from their administrators and teachers.

POST-SECONDARY PREPARATION

Various strategies will be used to increase students’ awareness of and readiness for college and

other post secondary options. Our community’s goal is to prepare our students for life after high school

by developing highly productive citizens through an interdisciplinary core curriculum which helps to

create tenacious, honorable, innovative, and highly skilled students who become successful in their

postsecondary pursuits. The mission of the Center for Business & Entrepreneurship (CB&E) Academy

is to create independent and self-reliant thinkers who are prepared to thrive in the fast-changing

economy of the future as they venture into society and embark on their adult lives.

The CB&E team will emphasize preparation for college after high school beginning in grade

nine. Freshman will be exposed to college preparation material in the Freshman Seminar class.

Freshman Seminar will expose ninth graders to college information, recruiters, possible majors and

more. Students will also have an opportunity to participate in college field trips to local colleges and

universities. Eighty-seven percent of surveyed students responded that they felt 9th grade students better

adapt to high school when their teachers and administrators are well acquainted with them. The

objectives of this program are to provide ninth graders with skills necessary to successfully navigate

through high school, such as rules and procedures, school resources, guidance services, study skills, and

other information that is essential to academic achievement and social progress. Eighty-five percent of

surveyed students that had completed the program during its first year of implementation responded that

they felt their conflict resolution, communication, and study skills had improved since their completion

of the Freshman Seminar Program.

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Students will be able to participate in curricular design features that will be prominent in the

CB&E SLC. The Youth Entrepreneurs of Atlanta Program (YE-Atl) is sponsored by the Georgia-Pacific

Corporation. This program allows students to learn the foundations of entrepreneurship and basic

marketing principles. Students are selected for this program after completing an extensive application

and interview process (see Artifact XIV) The Youth Apprenticeship Program (YAP) is sponsored by the

Atlanta Public Schools to gain job training and experience while attending high school, that will serve as

a career pathway (see Artifact XV). Another important component of the CB&E Academy efforts to

expose students to college is the dual enrollment program. CB&E seniors who meet the standards will

have an opportunity to enroll in select dual enrollment courses at local colleges and universities. Other

activities will include presentation by former graduates enrolled in college and business industry leaders.

The leadership curriculum of the CB&E Small Learning Community will prepare students for

post-secondary option including four-year colleges/universities, community colleges, technical schools,

branches of the military and the workplace. The pathway of study (see Appendix XIII) allows students

to engage in ample business related educational opportunities while completing a college or career

preparatory curriculum.

Students in the CB&E Small Learning Community will be expected to demonstrate their

business and entrepreneur skills daily. Special business and entrepreneur sessions and classes will

promote the development of students’ business and entrepreneur skills. One program offered within our

community is the Youth Entrepreneurs of Atlanta Program (Ye-Atl), which is sponsored by Georgia-

Pacific. This program allows students to learn the foundations of entrepreneurship and basic marketing

principles. Through field trips, hands-on activities, guest speakers, and site visits, students will acquire

the necessary skills to create a business plan (see Artifact X). This program also provides opportunities

for scholarships, employment, travel, and stipends. The culminating project of this year-long class is the

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composition of an actual business plan that is critiqued prior to submission before a corporate panel of

Atlanta area advisors by an assigned business mentor. Mentors are assigned to students at a ratio of one-

to-one. Students are mentored over a two-month process that allows for direction and input regarding

their proposed business from an experienced entrepreneur who is aware of ethical business practices and

current laws. In addition, this program provide multiple opportunities for students to speak publicly,

network with local business leaders and other entrepreneurial focused students, and receive guidance

from guest speakers and business leaders.

In addition, all students will have an opportunity to apply for special internships in local

businesses in order to further refine their business and entrepreneur skills. Another program that is

specific to our community is the Youth Apprenticeship Program (YAP), which is designed to provide

students with the opportunity to gain job training and experience while attending high school that will

serve as a career pathway. Students are able to earn post-secondary credit, compensation, and career

training in various areas of concentration.

Future plans involve moving from a managed curriculum to more innovation and autonomy in

our curriculum when the inclusion of looping occurs and the staff is stabilized. For example, we would

like to incorporate an additional Ye-Atl class as well as additional elective courses into our curriculum.

Once we have increased enrollment and autonomy in our community, we will definitely be able to

adequately serve an additional group of Ye-Atl students. We are proposing that this additional class be

incorporated during the 2009-2010 school year. Also, we are currently seeking the approval of our

system to incorporate a business ethics and a business law course as an elective.

MEETING THE NEEDS OF STAKEHOLDERS

The Certification Pathway of our community has been endorsed by the system as well as our

corporate partners. Our educational partner, Morehouse College (see Addendum), has perused our

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curriculum and is in the process of developing a dual enrollment option for upper level students in our

community. It is our goal to begin this option within the next two years.

Students will attend a special twenty-minute advisory/homeroom session daily. These advisory

sessions will provide the CB&E Academy and CB&E families with an opportunity to plan, implement

and evaluate activities to promote parental involvement and awareness. A more formalized plan for the

effective use of advisory sessions is being developed for the future. This plan will be implemented

during the 2008-2009 school year. The curriculum will be developed by the school’s counselors and

instructional leaders to help teachers integrate counseling into their pedagogy. These daily advisory

sessions will involve specific rituals and routines that work toward grade-level milestones for social and

academic development.

The home school liaison will have primary responsibility for establishing and maintaining

linkages with CB&E families. The home-school liaison will plan, implement and evaluate programs

designed to link parents and families to the school. Every effort for student success must be met with

parental and community involvement. Consequently, an infrastructure for inclusion will be developed to

support the same. More specifically, Douglass High School has developed a parent/community center

that supports community and parental involvement with instructional support for extended-day

activities, parent awareness sessions for programs of study, parent awareness sessions for state and

district high stakes testing, and the utilization of technology to support the same. This center links

parents and the community with the core instructional operations of the CB&E Small Learning

Community. The Parent Teacher Student Association will continue to play an important role in

providing support to parents and families.

In addition, the CB & E SLC has established parent and community partnerships (see

Addendum) which provide linkages to the community and our stakeholders. The CB&E staff has

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developed a number of important partnerships with community agencies to provide support services for

students. These agencies include local faith-based organizations, health agencies, colleges, major

corporations, and other businesses that support business and entrepreneurship. One annual activity that

promotes our presence in the community is our Parent and Business Partner’s Brunch (see Appendix

XIII). This activity provided our students with an opportunity to present information to our parents and

partners while showing appreciation with a catered meal. In addition, SLC partners were given the

opportunity to address students, parents, and staff by pledging their continued support for CB &E.

Another annual community activity is our Focus on Business and Entrepreneurship Conference.

This conference provides students, parents, partners, and other stakeholders with an opportunity to

acquire knowledge regarding careers in the area of business and entrepreneurship. This yearly event is

organized by our counselor and is promoted in an effort to meet the needs of our stakeholders by

allowing them opportunities to network, form partnerships, and discuss ideas that concern our SLC. This

activity is an example of how the CB & E counselor works with students in the SLC in which they are

assigned to become productive, life-long learners (see Artifact X).

Currently, we are in the process of adding additional instructional components to our curriculum.

In a survey of CB&E students, 3 out of 4 respondents stated that they would be interested in enrolling in

an elective course that taught the principles of banking. Surveyed students also responded that they

would support a banking institution if it were offered within our community and would be interested in

receiving training to provide banking services. More than half of the surveyed students stated that they

would feel comfortable placing their funds with a school sponsored financial institution. In our attempt

to address the concerns and interests of our stakeholders, adding this element to our curriculum in the

near future would definitely be a viable option.

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In our efforts to meet the needs of all stakeholders, our SLC will include various activities that

involve the family, such as our annual Mother/Daughter Tea, which provides students with an

opportunity to express appreciation to their mothers, many of whom are raising them single-handedly;

our My Brother’s Keeper mentoring program which allows for fathers and sons or male students and

mentors to connect at an annual event; the Senior Banquet, which invites family to congratulate

graduating seniors; and the semi-monthly parent partnership meetings which invites parents to a

community forum to discuss SLC issues and instructional concerns.

According to Dr. Lawrence Lezotte (1991) and Dr. Ron Edmonds (1982), effective schools maintain

a climate of high expectations for students, a clear and focused mission, and frequent monitoring of

student progress which utilize the results to improve student achievement and the overall student

program. After analyzing 2007-2008 student achievement data, we have determined that an achievement

gap does exist between high-risk and male and female students. Although it has been noted that the SLC

model has achieved a high level of success, interventions can be implemented to maintain a culture of

continuous improvement as we strive towards our goal of 100% student achievement.

Bearing these factors in mind, we are proposing the incorporation of two gender-specific classes at

the ninth grade level that will target at-risk students. Students will be tested and monitored throughout

the year to note the effectiveness of this intervention. Since the goal of any intervention program is to

provide lasting, systemic solutions that address the students served in a particular school setting

(Holliday, 2007), data will be monitored to provide a measure of whether the intervention improved

performance. The formal and informal data presented by students upon their admittance to the program

will be compared with the formal and informal data presented by students at the ending of first semester

and the culmination of the first year. Data that will be examined will include attendance records,

standardized test scores (CRCT, EOCT, MGWA, etc.), perception surveys, and interviews. This data

36


will also be compared to students that do not participate in the gender-specific class, to note whether the

intervention positively affects student progress.

Additional services that will be provided to these students include: the assignment of a personal

mentor, mandatory tutorial at least twice weekly, weekly board meetings (instead of monthly meetings),

monthly field trips, quarterly incentives, and mandatory community service.

BUILDING DISTRICT SUPPORT

GOVERNANCE

Stakeholders will be involved in the decision making process through the communication of

information, involvement in the SLC Design Team, and participation in the Student Council. Elected

student representatives will assist in the governance of the SLC, in cooperation with the SLC Advisory

Council. Parent and staff volunteers, elected student representatives, and business and university

partners will serve on the CB & E Advisory Council. All members will be required to be stakeholders in

the SLC, either through attendance or support. The Advisory Council will meet once a month and will

involve shared leadership by incorporating concerns from each group of representatives: students,

parents, staff, or partners. The budget will be determined by the Douglass High School Finance

Committee; however, the council will discuss the use of discretionary funds that are available to the

SLC.

SCHOOL MANAGEMENT

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The lines of authority for managing the entire school are outlined in our organizational chart (see

Appendix). Within our community, the management team includes the Assistant Principal, Academy

Leader, and Teaching & Learning Specialist.

STAFFING

The proposed staffing need is approximately 22 staff, twelve as core instructors and ten as

elective and support staff. The selected staff and titles for projected staff are detailed in the appendix.

The criteria for selection include certification for the necessary subject area and other indicators as

deemed per the Atlanta Public Schools’ Personnel Division. Staff are evaluated by the leadership team

which includes the principal, assistant principal, Teaching & Learning Specialist, and Academy Leader.

TEACHER EVALUATION

Teachers will be evaluated according to the Atlanta Public Schools’ Teacher Evaluation

Process (ATEP). Tenured staff will receive at least one formal evaluation and non-tenured staff

will receive at least three formal evaluations each year. The scores from these evaluations will

determine if Professional Development or other interventions are needed. In addition, our community

will utilize “Reflective Walkthroughs” of leadership and peer-level instructors from other

interdisciplinary teams to note instructional practices and provide necessary feedback to promote

professional growth. By utilizing this collaborative method of observation, the level of anxiety during

observations will possibly be lessened and a familial sharing of ideas and proven practices will increase

the effectiveness of training and instruction in our community.

SCHOOL CALENDAR

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The school calendar is outlined in the appendix. Summer school sessions, the criteria for

attendance, and the courses taught are determined by Atlanta Public Schools System. In addition, we

will incorporate annual community-based events at numerous intervals during the school year. During

the fall, we will conduct our annual Focus on Business Program, which exposes students to

entrepreneurs and businesses within our local community, as well as our “My Brother’s Keeper” and

“The Circle of Sisterhood Social” events which introduce our students to their mentors. In the winter

season, we will conduct our annual SLC family breakfast and Holiday Celebration Dinner. Twice during

the year, in the fall and spring, we will have our annual thematic unit showcase which includes student

performances and a family dinner. One of this year’s themes will be the election process and the concept

of democracy. Finally, at the culmination of the school year, we will conduct our annual Partnership

Brunch and our first annual Senior’s Banquet, which celebrates the achievements of our graduating

students. This activity will primarily be organized by our 11th grade students.

FACILITIES Our SLC will need special types of rooms in our designated areas which include computer labs

and Biology labs. Currently, these labs are housed in specific locations that do not allow for a designated

instructional area amongst interdisciplinary team members. Staff members which provide Homeroom

Advisement will be given priority regarding classrooms. Additional staff members will have an option

of “floating” to their designated instructional areas. During the 2008-2009 school year, our staff was

relocated to primarily the north side of the 2nd floor. This allowed for a more cohesive unit of instructors

and a more familial setting, however, since the space within the building is limited we do not have a

designated “commons” area for meeting, displaying paraphernalia, etc.

References

39


Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.

New York: David McKay Co Inc.

Bridgeland, J., Dilulio, Jr., J., & Morison, K. (2006). The silent epidemic: Perspectives of

high school dropouts. Washington, DC: Civic Enterprises with Bill and Melinda

Gates Foundation.

Darling-Hammond, L. (2002). Redesigning schools: What matters and what works.

California: School Redesign Network at Stanford University.

Dexter, K. M., Tai, R. H., & Sadler, P. M. (2006). Traditional and block scheduling for

college science preparation: A comparison of college science success of students

who report different high school scheduling plans. High School Journal, 89(4),

22.

Edmonds, R. (1982). Fulfilling the Promise of Excellence—A Practitioner’s Guide to

School Improvement. J.L. Wilkerson Publishing Co., Westbury, New York.

Holliday, H.E. (2007). Gender Education in 7 Steps: Reigniting the Academic Pilot

Lights of Boys and Girls. Jedco Press, Atlanta, Georgia.

Lezotte, L. (1991). Correlates of Effective Schools: The First and Second Generation.

Effective School Products, Ltd., Okemos, Michigan.

Marzano, R., Pickering, D.J., & Pollock, J.E. (2001) Classroom Instruction That Works

Alexandria, VA: ASCD

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http://www.ascd.org/readingroom/books/101010.html


Rikard, G. L., & Banville, D. (2005). High school physical education teacher perceptions

of block scheduling. High School Journal, 88(3), 26.

Schlechty, Phil. (2002). Working on the Work. Jossey-Bass

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