1. CINS Meeting October 20, 2014 Mr. Timothy Guiney & Dr. Timothy Gadson

2. “Individually we are different. Together we are Grady.”

8. Present Levels Summary Pathways are imbalanced by Race, ethnicity, SWD, and SES. Large academic disparities amongst the four Pathways. C & J has the highest achievement in every EOCT area followed by BMSE. Business and Entrepreneurship and Law/Investigations have significant achievement deficits in all EOCT courses. Large disparity in AP courses/taken and passed by Pathway.

9. Present Levels Summary Through registration/Pathway selection process, the most involved parents, who are typically higher SES, register and select Pathways first. Most often, these parents select C & J and BMSE (Data shows this). “Individually we are different. Together we are Grady.” Is Grady’s current Operating model working for all students? How can Grady increase positive outcomes for ALL students?

10. Short Term and Long Term Goals

11. Short Term Goals to Address Shortcomings Review data from Cluster Planning community surveys regarding parent input for Signature themes and program offerings. Work with Cluster feeder schools with an advanced timeline for parent notification of Pathway options/9 th grade information. Monthly meetings at Inman starting in December regarding 9 th grade transition/Potential Pathway and academic options. Continued monthly planning w/ Inman admin./staff to ease transition and Cluster E.S. to forge K-12 excellence in Grady cluster.

12. Short Term Goals to Address Shortcomings “Students first” approach to Pathway selection – open up additional Pathway options. Fine Arts Pathway, World Languages Pathway, and Advanced Academic Content Pathway to be offered. By providing additional Pathway options, we increase the likelihood of student engagement/building hope, which are critical social/emotional components of academic success. See link for CCRPI # 9 information. CCRPI Pathway Guidance.pdf

13. Short Term Goals to Address Shortcomings In combination w/ earlier education of Pathway options, process for selecting Pathways, and additional Pathway offerings, Racial and SES disparities will be reduced. New Operational Structure by Grade Level rather than Pathway – 9 th Grade Academy, 10 th Grade Academy, 11 th Grade Academy, and 12 th Grade Academy. New Operational structure would have all “Academy Leaders” and Counselors work with students from all backgrounds/Pathways. This Operational Structure will help ensure more equitable outcomes/opportunities and “one Grady.”

14. Short Term Goals to Address Shortcomings Increase students’ motivation and engagement through appealing course offerings based on interests. Provide supports, mentoring programs, extra- curricular activities to support the social/emotional “whole child.” Expand teachers’ professional capacity to successfully work with all students. Create a culture of high expectations and achievement for all children.

15. 32 Million Word Gap In 1980’s, Hart and Risley conducted a three year research study of children from 42 families across the Socio-economic spectrum. Sampled actual number of words spoken to young children and tallied the numbers. Found an average of 1500 more words/hour spoken to children in professionals’ homes than in E.D. homes. By age 4, this amounted to a total gap of 32 million words. Direct correlation between this and later achievement.

16. Short Term Goals Balanced Literacy plan to help address these shortcomings. Instruction aligned w/ Common Core requiring students to build academic vocabulary, write constructed responses, etc. Numeracy Plan including vertical planning to increase outcomes in Math (all areas). Use data and align standards with instruction and assessment to increase achievement in Science, S.S., and reduce SWD achievement gap. Maximize learning/credit recovery options during the day to increase grad. rate for all students and subgroups

17. Professional Learning Communities Individual success is not enough because “together we are Grady.” Ensuring that all students learn. Build a culture of collaboration. Focus on results as measured through formative and summative data. PLC’s are based upon the concept that the knowledge is in the building; if we truly collaborate, we can leverage that knowledge to improve teaching and learning. Significant research points to a culture of collaboration as the single greatest factor in increasing teacher effectiveness and improving student achievement for all.

18. Short Term Goals Continue to support and encourage all of the many programs/teachers/extra-curricular activities that are working at Grady:  The Southerner and other outstanding publications.  GNN.  Robotics Club.  Dual Enrollment and “Move on When Ready” options.  Grady Jesters Debate Team.  Numerous Athletic programs.  Theater program, Visual Arts, Orchestra, Band, and Chorus.  Latin Club.  Mock Trial, FBLA, etc.  Could keep going but etc., etc.

19. Professional Learning Communities Individual success is not enough because “together we are Grady.” Ensuring that all students learn. Build a culture of collaboration. Focus on results as measured through formative and summative data. PLC’s are based upon the concept that the knowledge is in the building; if we truly collaborate, we can leverage that knowledge to improve teaching and learning. Significant research points to a culture of collaboration as the single greatest factor in increasing teacher effectiveness and improving student achievement for all.

20. Long Term Goals Grady as a school that provides equitable outcomes for all students regardless of race, ethnicity, or SES. Through Cluster planning, vertical articulation, and stakeholder involvement, build a K-12 cluster with all parties working together toward college and career readiness. Grady High School will be the premiere public high school in the state of Georgia.

21. Collective Commitment to Student Success “Healthy school cultures develop a collective commitment to student success. How do they accomplish this? They are courageous enough to recognize the profundity of their personal differences, but they accept that these differences are not as important as meeting the educational needs of their students.” - Anthony Muhammad

22. “Individually we are different. Together we are Grady.”