GO TEAM PRESENTATION STRATEGIC PLAN April 26, 2017

Overview of pbsa General Our schools Our goals Purpose Built Schools Atlanta is a nonprofit organization committed to breaking the cycle of poverty through high-performing schools. We believe we can accomplish this goal by replicating the success of the Drew Charter School model in a traditional public school context under the Atlanta Public Schools umbrella General We will phase in management of four schools over the next three years: Thomasville Heights Elementary School: started Fall 2016 Slater Elementary School: starts Fall 2017 Price Middle School: starts Fall 2017 Carver High School: starts Fall 2018 Our schools Leaving out measurable goals. From school improvement plan: The measurable goals/benchmarks we have established to address the needs are: Academic Performance Goals: Thomasville Heights will demonstrate academic excellence by increasing our College and Career Readiness Performance Index requirements in the areas of Achievement, Progress, Achievement Gap, ED/EL/SWD, Exceeding the Bar, Challenge points, Financial Efficiency and School Climate Star Rating. Thomasville Heights students will demonstrate consistent improvement of student achievement in Social Studies and Science. Thomasville Heights students will continue to acquire the skills required to be problem solvers and critical thinkers. Achievement of this goal will be measured by increasing the percentage of students exceeding standards in ELA and Math. Thomasville Heights will meet state requirements for 95 percent test participation and further will make every effort possible to ensure 100 percent test participation. Measurement Thomasville Heights will exceed the statewide accountability requirements outlined in the College and Career Readiness Performance Index (CCRPI). The percentage of students in grades 3-5 meeting and exceeding standards on Spring 2016 Georgia Milestones will exceed the average from 2015. Thomasville Heights will improve the statewide accountability requirements outlined in the College and Career Readiness Performance Index (CCPRI) in the areas of Achievement, Progress, Achievement Gap, ED/EL/SWD, exceeding the Bar and Challenge points. Thomasville Heights’ CCRPI Single Score will increase and the gap between our current score and the district score will decrease. Thomasville Heights CCRPI Climate Star Rating will increase by one point (current score 2 on a scale of 1-5). Our goals All 4 schools are in the top 25% in the state on CCRPI and student performance measures. Carver HS graduation and college enrollment rates are in the top 25% in the state. Students are engaged and successful outside of academics and on the path towards career and college success. We have the highest participation PTA in APS.

Drew charter model

Model in action: schedule Duration Activity Kindergarten – 3rd Grade 55 minutes 30 minutes 4.5 hours 30-45 minutes 50 minutes Two, 40-minute sessions 10 minutes 2 hours Before-school activities / breakfast Morning meeting (Pacific Institute SEL techniques) Instructional content time Response-to-Intervention block Lunch / recess Enrichment classes (includes Literacy / Math Lab) Transcendental meditation time Afterschool program 4th – 5th Grade 55 minutes 30 minutes Three, 100-minute periods 50 minutes 80 minutes (A day, B day) 10 minutes 2 hours Before-school activities / breakfast Morning meeting (Pacific Institute SEL techniques) Instructional content time f Lunch / recess Enrichment classes (includes Literacy / Math Lab) Transcendental meditation time Afterschool program

Model in action: staffing Leadership Social/emotional support Instructional support Classroom instruction Special education Enrichment Community engagement coordinator Opportunity Gap specialist Counselor Social Worker Nurse Parent liaison Math Lab with - Specialist - 3 teachers - 3 paras Literacy Lab with 2 lead instructional coaches 1 Response-to- Intervention specialist 1 media specialist 2 Pre-K teachers and one para in the classroom Teacher and paraprofessional in every K-5th classroom Instructional leadership in focus areas - Literacy - Math - Project-based learning 3 Special Education teachers 8 enrichment teachers: Music Spanish Dance PE Art Robotics Band Technology

Model in action: development Overview of the Drew Model Pacific Institute (school culture) Content training (e.g., ReadyGen, Eureka Math, Writing) PBL training Trauma training (Chris180) School procedures (faculty handbook) Collaborative grade-level planning

Model in action: rti Response to Intervention (RtI) model Tier 1 and Tier 2 interventions are delivered in the classroom Students needing Tier 3 interventions visit the Math or Literacy Center in lieu of one of their two enrichment classes Math and Literacy labs are staffed with experts at a 5:1 student:teacher ratio

Project based learning Model in action: approach Project based learning Project based learning will be a cornerstone of our academic offering, applying skills learned across disciplines to solving real-world problems Our instructors will receive extensive training throughout the year to ensure mastery of this instructional approach Last, our dedicated PBL Coordinator will ensure consistency and quality across grades and disciplines STEAM STEAM (Science, Technology, Engineering, Arts, and Math) is our way of thinking about curriculum design and project development We will stress these concepts throughout the grade levels and classrooms, taking every opportunity to help students understand how these principals play central roles in our daily lives Enrich-ment Our enrichment approach engages students mentally and physically while exposing them to new experiences in school and beyond We integrate the same enrichment approach in our afterschool program as well We will have eight enrichment classes in the school: Spanish, music, dance, arts, PE, robotics, and technology

Strategic Partnerships Coordinator Opportunity Gap Specialist Model in action: Supports Builds strong relationships with the parents, community, businesses, and organizations around the city Social Worker Strategic Partnerships Coordinator Opportunity Gap Specialist Nurse Parent Liaison Counselor The Student Identifies supports inside and outside of the school that can help a student be ready to learn Works with each child to understand and find solutions to barriers to learning Partners with students to work through social or emotional issues as they arise Serves each child’s physical needs that may affect his or her ability to focus in school and seeks solutions that may be addressing the broader student population Cultivates strong relationships with the parent community, keeping them informed and engaged with how the school serves the student body

Model in action: Supports

How this is funded - Calculation Amount Notes Per pupil revenue $14,500 APS pays PBSA the same per student amount that the other traditional public schools receive (in this case, $14,500 per student) x Student count 385 We follow the same neighborhood attendance and discipline policy as the other APS schools Annual revenue $5,600,000 - Total expenses Personnel $6,300,000 Instructional salaries Facilities $407,000 PBSA is responsible for upkeep and maintenance of the school properties leased from APS Service & supplies $922,000 Back office (e.g., payroll services) and community support efforts are also the responsibility of PBSA Instruction $381,000 Paper and supplies and other classroom materials $8,010,000 Startup gap to be filled by fundraising and traditional loans