Carstarphen in the center, geared up and ready to play
Atlanta Public Schools (APS) Superintendent Carstarphen signals that she plans on APS annexing DeKalb Schools as the City of Atlanta increases its borders into DeKalb.
As reported by the AJC, Carstarphen indicates she expects the City Council to allow the school system to expand as the city expands. Writes Carstarphen: “I am pleased to see the City grow, and we are excited to learn that outstanding institutions like Emory University, the CDC, and CHOA want to become part of the City of Atlanta. The School Board and I want to ensure that the students and families served by APS also get to participate in that growth.”
EMORY IS GOING TO ATLATNTA
Emory Annexation Dominos
September 7, 2016 – Once Emory is annexed into Atlanta, it isn’t a stretch to see the scenario where the adjoining neighborhoods, including Druid Hills High School and two other elementary schools, would eventually end up annexed as well.
. QUESTION: What happens to county school district property when a city annexes an area in that county?
ANSWER: Annexation – What happens to the Property – It would appear that if Druid Hills is annexed into Atlanta Public Schools (APS), or if any new city school districts form in DeKalb, all educational matters including taxing and title to real estate held by the county are likely to move to APS or new cities respectively. DEKALB SCHOOLS SUED ATLANTA OVER ANNEXATION DeKalb County Schools sued Atlanta (DeKalb County School District v. City Of Atlanta 2016CV284278) for annexing homes near Emory University. The annexation, approved by the city last year, took in more than 100 residents on 16.31 acres. County leaders have publicly voiced concerns that Emory’s annexation push could prompt other neighborhoods to petition the city. Here is the Petition For Declarative Judgement on that case.
DCSD contended that Atlanta failed on at least two grounds to follow the statutory prescription for annexing property via what is commonly known as the “60% Method” provided for by O.C.G.A. §§ 36-36-30 through 36-36-40. DeKalb Schools also challenged the statutory scheme for annexation on due process grounds. Motion To Dismiss
The court held a hearing on this case in April and granted a Motion to Dismiss in full a few days later. Emory Annexation Dominos
If the Druid Hills/Fernbank area get annexed, the students within the new City of Atlanta will go to APS and the schools within the new City of Atlanta boundaries will become Atlanta Public School property. The ensuing negotiation for the transition will be interesting.
If these schools and certain territories are annexed, many of the students that currently attend these schools would be displaced. They could find themselves in DeKalb and their school suddenly outside of their school district. DeKalb will be forced to redistrict and find new schools for the approximately 2000 students that attend these DeKalb schools now but will be outside of the City of Atlanta boundaries. And, of course, the staff of those schools will need to be hired by APS or find other jobs within a smaller DeKalb district.
The Emory Wheel is reporting that a Sept. 5 vote to approve Emory University’s petition for annexation into the city of Atlanta has been postponed in an effort to resolve issues between Atlanta and DeKalb County, according to Atlanta City Councilmember and Emory Director of Development Alex Wan.
Emory filed for annexation in a June 27 petition and had anticipated its main campus to be annexed into the city of Atlanta by the first week of September. However, the Atlanta City Council delayed the vote following an Aug. 1 letter from DeKalb County Commission citing numerous objections, including increased demands on DeKalb County infrastructure and legal infirmities that require corrections or more collaboration before the proposal is approved.
Wan said that the Atlanta City Council is aiming to vote on the proposal by Dec. 4, which will be its last meeting of the year. If the proposal passes on time, the annexation would take place Jan. 1.
Superintendent Carstarphen on the hold for Superstar Jack Breedlove. Superstar Jack is in high school and kicks over 50 yards … by the way.
DeKalb Schools characterizes their curriculum and assessments as “an intense instructional road map while providing flexibility to accommodate individual student needs.” I characterize it so far as less than stellar.
Lisa Martin – ( resume) Lisa Martin has been DeKalb Schools’ Chief Academic and Accountability Officer since June 2016. – She was previously the Superintendent and Associate Superintendent for various school districts across the South East over the previous 5 years.
Q&A With Lisa Martin
DeKalb Schools’ Chief Academic and Accountability Officer
Question: Many of the curriculum unit assessments have been thus far poorly written. What is the plan to address that? Answer: Lisa Martin – The teacher created pre assessments were developed during the curriculum writing design process. The content area, grade level teacher teams vetted the assessment questions and responses throughout the end of second semester and over the summer. Content coordinators and master teachers again vetted the assessments for a second editing. Revisions have been made as needed. Additional revisions will be addressed as we continue to seek input through the implementation of the units. Post assessments were developed through a partnership with the University of Georgia Assessment Center.
The C&I Division is soliciting continuous feedback from curriculum writers and teachers to identify possible modifications and adjustments during the first year of implementation of the units and assessments. As feedback is provided, the C&I division is enhancing the documents. Each core content area coordinator conducts a monthly Lead Teacher level meeting (K-5, 6-8, 9-12). The schools have appointed teacher leaders to attend these monthly meetings. A portion each monthly meeting has been dedicated for teacher input regarding the new curriculum and its associated components. This time also provides the coordinators with teacher/school specific input regarding teacher support. Question: How do you respond to the open letter to the Board and Superintendent that says the curriculum is chaotic, disorganized, lacking substance, and fails to follow a logical sequence of concepts and skills. Answer: Lisa Martin – DCSD partnered with the International Center for Leadership in Education (ICLE), a division of Houghton Mifflin Harcourt, to develop 528 units of study in all K-12 core content areas (Math, ELA, Science, & Social Studies) as well as the first course in 8 CTAE pathways.
Using DeKalb Schools’ own K-12 teachers, the new curriculum is built on the Georgia Standards of Excellence for DCSD students, and is aligned to the GADOE suggested/recommended pacing. Some standards were shifted in DCSD’s CAAGs based on an analysis of student data and teacher input. For example, in July 2017 GADOE released the pacing guide for science. GADOE’s science units are connected to only one phenomenon for the entire course. In DCSD, our curriculum addresses several different phenomena and allows for the lessons within the respective unit to be thematically connected to that specific phenomenon.
The Unit Plan Template includes:
• A Curriculum-at-a-Glance, which was posted in May for each grade level and content area, outlines priority standards and pacing of units and provides guidance to teachers to plan for the entire year.
• A weekly planner for each unit, which provides teachers with the autonomy for planning for instruction on a daily basis.
• A lesson plan template aligned to the weekly planner, which provides guided support for teachers to plan for instruction. Question: Lesson Planning Template – The teachers need the flexibility to customize the Lesson Planning Template. Perhaps they could customize the templates and submit the new templates to the principal and/or regional Superintendent. What are your thoughts about that? Answer: Lisa Martin – In an effort to address the recommendations from the independent curriculum audit, as well as the AdvancED improvement priority and standard 3, a lesson plan template was created. The AdvancED visiting committee questioned the district-level and school-level representatives about the school district having a “uniform lesson plan” template. The template was vetted by curriculum writers (teachers), randomly selected Principals, and CIA2. We listened to the feedback shared and made several adjustments. The lesson plan template is aligned to the rigorous curriculum design model.
The lesson plan template aligns to a standards based curriculum model that accounts for the components of a well-designed lesson (the opening, the work period and the closing). The newly added components include the instructional strategies and interventions to ensure teachers are preparing rigorous lessons and addressing the needs of the learners. These instructional strategies and interventions allow for a teacher to include ways in which to differentiate and to personalize the lesson for the struggling student, the special needs student, the English as a second language student and the gifted student.
While the lesson plan draws attention to the necessary components of a well-designed lesson, it still affords each teacher the opportunity, the flexibility and autonomy to design and to plan lessons that meet the needs of their students. The lesson plan template only provides the framework for lesson planning. Teachers continue to have and retain the ability to customize their lessons within the framework.
We continue to welcome teacher feedback on the lesson plan template and the curriculum units. Question: We spent $675,000 on Illuminate Education to Implement Learning Assessment Platform. My understanding was that teachers could customize these standardized tests and add questions as they saw fit. What is the plan to communicate to the principals and teachers that they can customize these tests? Answer: Lisa Martin – The Illuminate Learning Assessment Platform was approved by the Board of Education in June of 2017. The District is in the final stages of implementation of Illuminate, ensuring that all of the data uploads, technical specifications, and integration of student information systems are completed. There is a comprehensive professional development and communication plan ready once the system is live. During professional development, teachers will learn how to develop and implement their assessments, inclusive of utilizing available question banks for their own classrooms. This will go live by September 15th. Question: Are teachers required to enter pre-tests into Infinite Campus? Why? Answer: Lisa Martin – As the District finalizes the transition to the online formative assessment platform (Illuminate), the pre and post assessments are being administered via paper/pencil. Teachers are entering into Infinite the numeric score only as a pre-assessment grade. Infinite Campus allows the District to monitor student progress on pre/post assessments throughout the school year. Once the technical implementation of Illuminate is finalized, the scores will auto-populate to Infinite Campus for the teachers.
Teachers, Grades 1 – 12, are required to enter pretests in Infinite Campus (IC) in the Pre Assessment Category that is weighted zero percent. This entering of the score allows parents, school staff and district staff to gauge what the students know prior to introducing new content and concepts. Furthermore, the data allows teachers to plan lessons to ensure students are exposed to and demonstrate understanding and application of the new concepts. This data point also provides a comparison point once the post test is administered to aid in the determination and understanding to the degree to which the student has demonstrated growth and mastery of the concept.
In an effort to support our kindergarten teachers with assessing students individually, they will receive additional time to administer the assessments. At this time, the kindergarten pre and post assessments will not be entered in Infinite Campus until further notice.
The Division of Curriculum and Instruction is forming an advisory group to address the concerns expressed by several kindergarten teachers. We have requested principals to nominate an experienced kindergarten teacher who they feel would provide valuable insight as the school district makes adjustments during the first year of implementation of the new curriculum.
Feedback – Curriculum & Assessments
August 23, 2017 – DCSD implemented a new curriculum August of 2017 in the required K-12 core courses. What message can I take to Superintendent Green and Lisa Martin, Chief Academic Officer, Curriculum & Instruction.
Central Office ReOrg Phase III
April 25, 2016 – At the business meeting last week, the Board of Education approved Phase III of the Central Office Reorganization to include the appointment of senior-level personnel, reclassification of existing positions, creation of new positions, elimination of existing positions, and the realignment of existing positions.
“Power concedes nothing without a demand. It never did and it never will. Find out just what any people will quietly submit to and you have found out the exact measure of injustice and wrong which will be imposed upon them.” — Frederick Douglass
“Extremism in defense of liberty is no vice. Moderation in pursuit of justice is no virtue.”