Petition Introduction

We have recently discovered that under the School Improvement Grant (SIG), Douglass was classified as a “Transformation Intervention” Model when Dr. Burks, current principal, was assigned to the school effective July 1, 2014. In order to implement the transformation model, (if you read carefully everything that is required for implementing the model), Douglass has not had an opportunity to implement all the components, the flexibility needed to implement, nor the support from APS for teachers and principal(s) to successfully transform Frederick Douglass High School in ten months.

It appears that the decision has been made that Frederick Douglass High will be receiving its seventh principal for 2015-2016 school year. This is unacceptable to select another principal at Douglass for the seventh time since 2001.  This “CHURNING” of principals at Frederick Douglass has kept the school in a state of crisis. The practice has failed on several previous occasions and has left our school in an alarmingly vulnerable state, jeopardizing the morale of our children and teachers, thereby, negatively impacting the quality of education at Frederick Douglass High School. Our present principal, Dr. Tony Burks is an asset to our school and community. We object to the disruption in the progress that has been made by the school under his leadership.

Petition Background

This petition is in response to hearing that our principal, Dr. Tony Burks, is being removed after only 10 months in the position. To say that we are outraged is an understatement. Our school is beginning to develop again into a community atmosphere where our children are beginning to flourish both academically and socially. The student morale has consistently improved and the teachers and staff have guided our children to achieve their utmost potential under Dr. Burks guidance. This is evident by 203 students who made the AAA Honor Roll that recognizes students for Academics, Attendance, and Attitude/Behavior. For the first time, inclusion students were recognized during this student recognition event.

As of today, compared to last year’s graduate rate of 42.5%, this year the preliminary graduation rate is 67.07% with a potential to increase as the school awaits clearance for additional students!  In addition, Douglass received approval to proceed with its second year of School Improvement Grant (SIG) because of its progress since July 2014. The state category ratings went from “Not Evident” to “Emerging” and “Operational” as of January 2015. (See below or attachment.)  To show any upward progression from the beginning of school to January required exceptional leadership and management skills. Based on the SIG Guidelines, schools classified as “Transformation Model” must be given ample opportunity to implement all components of the grant. If you read carefully what is required for implementing the model, Douglass has not had ample opportunity in ten months to fully implement all the components, the flexibility to implement, nor the support from APS for teachers and principal(s) to engage in intense professional development to successfully transform Frederick Douglass High School. For example, has the opportunity been given to teachers and principals to actually visit another school successfully implementing the “Transformational Model” in the district or elsewhere?

Click the link ==> www2.ed.gov/programs/sif/ sigguidance032015.doc to download a copy of the Guidance on School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965 from the U.S. Department of Education, Office of Elementary and Secondary Education dated March 2015. Please read section E. Transformation Model. Numbers especially E-4 (See Below).

E-4.      Under the final requirements, an LEA implementing the transformation model must remove staff “who, after ample opportunities have been provided for them to improve their professional practice, have not done so.”  Does an LEA have discretion to determine the appropriate number of such opportunities that must be provided and what are some examples of such “opportunities” to improve?

In general, LEAs have flexibility to determine both the type and number of opportunities for staff to improve their professional practice before they are removed from a school implementing the transformation model.  Examples of such opportunities include professional development in such areas as differentiated instruction and using data to improve instruction, mentoring or partnering with a master teacher, or increased time for collaboration designed to improve instruction.

The 2015 Douglass January State School Keys Summary category rating, Commendations, and Comment documents have also been attached.

For more than thirty years, a stellar period of stability was upheld at Douglass with two principals. Since that time, the leadership of the school has changed six times. Frederick Douglass was the first inner-city school in Georgia to become A National School Excellence, but now it is listed as a Needs to Improve School at the state level. The present principal of Douglass, Dr. Tony Burks, came to Douglass in a crisis situation. He and his staff need to be allowed to follow through on the “Transformation Model” he inherited.  We are asking that Dr. Tony Burks be allowed to carry out what he and his team have initiated based on the above evaluative documents rather than starting all over with a seventh new principal.

   Georgia Department of Education School Keys Scoring Summary

      Douglass High School (Atlanta Public Schools) - School Keys

               Richard Woods, State School Superintendent

                                    January 21-22, 2015

 

Possible Ratings

Exemplary (EX)
Operational (O)
Emerging (EM)
Not Evident (N)

Curriculum Planning

1 Shared understanding of expectations - EM
2 Curriculum documents  - O
3 Curriculum monitoring - EM

Assessment

1 Balanced system of assessment  - EM
2 Assessments aligned with required curriculum standards - O
3 Common assessments - EM
4 Assessment results analyzed to provide feedback and adjust instruction - EM
5 Assessment practices provide accurate indication of student progress - EM

Instruction

1 Orderly, well-managed learning environment  - O
2 Academically-challenging environment/higher-order thinking skills - EM
3 Research-based instructional strategies - O 
4 Differentiated instruction - EM
5 Students set learning targets - N
6 High expectations with students actively monitoring their own progress  - EM
7 Technology integrated into teaching and learning - EM
8 Student performance feedback - EM 
9 Timely, systematic, data-driven interventions  - EM

Planning & Organization

1 School, campus, & equipment provides safe, clean, & orderly environment - O
2 Common vision/mission that defines school culture - EM
3 Rules, policies, schedules, and procedures  - EM
4 Data-driven and consensus-oriented school improvement plan  - EM
5 Allocates and monitors available resources - EM
6 Monitors implementation of the school improvement plan - EM

Family & Community Engagement

1 Environment welcomes family & community members to the school - O
2 Partnerships and decision-making processes - O
3 Two-way communication between school and families/school community - O
4 Grade-level/course expectations & student achievement communicated - O
5 Available school interventions & support strategies communicated - O
6 Families connected to agencies and resources in community - O

Professional Learning

1 Professional learning aligned with needs identified through data analysis - O
2 Multiple professional learning designs - O
3 Resources and support structures support staff learning needs - O
4 Collaborative inquiry and learning cultivated - EM
5 Implementation expectations for teacher and staff practices communicated - O
6 Impact of professional learning monitored & evaluated - EM

Leadership

1 Relationships to improve student achievement - EM
2 Leader for school's work in CAI and PL - O
3 Data-driven school leadership team focused on student learning - O 
4 Collaborative, distributed leadership - O
5 Change agent - EM
6 Ongoing performance feedback to teachers and staff -O
7 Leader for data analysis - O
8 Teacher and staff performance monitored - O

School Culture

1 Rules, policies, and procedures ensure a safe, orderly learning environment - O
2 Culture of trust and respect - EM
3 Academic achievement and career readiness promoted - EM
4 Personal growth and development of all students supported -O
5 Achievements of students and staff celebrated - O

Total number of standards scored  - 48 

Totals by rating

Exemplary (EX)- 0
Operational (O) - 25
Emerging (EM) - 22
Not Evident (N) - 1

Total number of standards scored 48
School Keys Points 72

GAPSS Score (60% of School Keys Points) 45.00
College and Career Readiness Performance Index Points 8
Total GAPSS Score 53.00