1. GO TEAM PRESENTATION
STRATEGIC PLAN
April 26, 2017

2. 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.

3. Drew charter model

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Model in action: Supports

11. 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