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Atlanta Public Schools Teacher Advisory Committee

Transcript: Equity of voice Active Listening Safety to share different perspectives Confidentiality Positive Approach What are some solutions to the challenges our school district faces? What resources do we need? Today' s Focus APS Teacher Advisory Committee Next Steps: Angela Smith-aksmith@atlanta.k12.ga.us Barry Blackmon-bblackmon@atlanta.k12.ga.us Kenneth Kraus-kkraus@atlanta.k12.ga.us Rita Simmons-rsimmons@atlanta.k12.ga.us Lindsay Wyczalkowski-lwyczalkowski@atlanta.k12.ga.us https://www.surveymonkey.com/r/59LFRHB Support the development Review of district strategies and initiatives Share insights Provide feedback Engage in dialogue Committee Norms "...and yet a true creator is necessity, which is the mother of our invention." The Republic, Book II, 369c, Plato Which solutions should we focus our resources on? Let's Be Hummingbirds! What do we need to have this be an honest and productive environment? Welcome APS Teacher Advisory Committee 2014 On Behalf of Superintendent Carstarphen, we would like to welcome you! Welcome to the 2014-15 APS Teacher Advisory Committee (TAC) APS Perceptions Issues or Not? Design a Road Map Let's Brainstorm: What challenges do the teachers and students in our school district face? Part 1: Brainstorm- What challenges does our district face? Part 2: What are some solutions to these challenges Part 3: Create a Road Map/Design for addressing issues Teacher Advisory Committee Purpose Wangari Maathai Greenbelt Movement, Kenya Nobel Peace Prize 2004 Problem-Solution Cycle

Music Therapy: Atlanta Public Schools

Transcript: Received a Bachelor's Degree or higher in Music Therapy from AMTA approved college Obtained Music Therapy Certification through the Certification Board of Music Therapy Obtained state licensure from states in which it's required Music Therapists Use music to reach non-musical goals Received Bachelor's Degree or higher in Music Therapy Certified and licensed therapist Develops individualized sessions Utilizes the therapeutic process Music Therapy: The What According to the American Music Therapy Association (AMTA), "Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program...music is used within a therapeutic relationship to address physical, emotional, cognitive, and social needs of individuals" 1. Initial Assessment 2. Treatment Plan 3. Implement Treatment Plan 4. Re-assess 5. Closure Music Therapy in my Classroom: How can I help? Music is motivating Music is non-verbal Music is multi-sensory experience Music is processed in both hemispheres of the brain Music is social Music is structured Language/Communication Production, Turn-taking, Non-verbal, Physical/Motor Gross/Fine motor skills, Side Neglect Cognition Attention, Academics, Problem solving Sensory Integration Tactile, Auditory, Proprioceptive Social Sharing, Group cohesion Emotional Self-expression, Feelings, Coping skills Music Therapy: The Why Music Therapy in Atlanta Public Schools Music Educators Teach musical skills/knowledge Received a Bachelor's Degree in Music Education Teaching Certificate Develops lesson plans that may not be individualized Does not utilize the therapeutic process Music Therapy: The Process Music Therapy: Education Music Therapy: The Who Participate with students in session Models expected behaviors; gives opportunity to observe students' behaviors Allow all students to participate regardless of behavior prior to session Allow the Music Therapist to voice if a student needs to be removed Keep the classroom quiet of noise not related to music therapy Assist with hand-over-hand participation if neccessary; assist MT with instruments/communication devices Communicate with the Music Therapist to best determine goals and interventions Music Therapy: In the Classroom 4-year degree in Music Therapy Program, 6 month internship 1200 hours of clinical training Musical Foundation Clinical Foundation Music Therapy Foundation Music Therapy Vs. Music Education Created in 2014-2015 with Adaptive Art Program Currently functions within Fine Arts Department Currently Serves: Elementary Level (K-5) Moderate Intellectual Disabilities and Severe/Profound Intellectual Disabilities Current on-staff Music Therapist: Kimber Davison, MTBC kdavison@atlanta.k12.ga.us Music Therapy in Atlanta Public Schools

Atlanta Public Schools Cheating Scandal

Transcript: Atlanta is not the only city to have this problem.. National To keep jobs To keep kids in school USA 2008- Repoters from the Atlanta Journal-Constitution notice odd test score patterns 2011- Inquiry complete. 44 schools and 180 employees accused of inflating test scores Questions to Consider Violation of racketeer influenced and corrupt organizations act (RICO) False Statements False Swearing Influencing witnesses DESSA CURB FOUND NOT GUILTY Background 35 different educators, ranging from superintendent to principles to teachers are indicted on 65 different charges 22 educators take plea bargains 1 dies (Beverly Hall, Superintendent) 12 go on to trial design by Dóri Sirály for Prezi NCLB requires states to test students in reading and mathematics annually in grades 3-8 and once in grades 10-12. States must test students in science once in grades 3-5, 6-8, and 10-12. Individual schools, school districts and states must publicly report test results in the aggregate and for specific student subgroups. NCLB required states, school districts, and schools to ensure all students are proficient in grade-level math and reading by 2014. Schools must make "adequate yearly progress" toward this goal, whereby proficiency rates increase in the years leading up to 2014. The rate of increase required is chosen by each state. In order for a school to make adequate yearly progress (AYP), it must meet its targets for student reading and math proficiency each year. A state’s total student proficiency rate and the rate achieved by student subgroups are all considered in the AYP determination. In addition, highly qualified teachers must demonstrate their knowledge of the subject they teach through certain crscoresedentials or test . Common Core & PARCC The standards impact teachers by: Providing them with consistent goals and benchmarks to ensure students are progressing on a path for success in college, career, and life Providing them with consistent expectations for students who move into their districts and classrooms from other states Providing them the opportunity to collaborate with teachers across the country as they develop curricula, materials, and assessments linked to high-quality standards Helping colleges and professional development programs better prepare teachers Charges Indictment No Child Left Behind Who is at fault? The teachers? The superindendent? The government? What should their punishment be? How does the country prevent this from happening again? Atlanta Public Schools Cheating Scandal

Atlanta Public Schools

Transcript: APS superintendent Jamaican-born College in New York PhD in Education Newark - urban school districts Embraced data-centered reform School 9: Students retake test School 12: Strategically seating students School 38: "Popping them in the head" School 10: Tests not handed out at random. School 42: Coughing as a signal School 1: Principal gives cash. School 16: Lien on teacher's home TEAM #2 Eric Schier Kelly Bates Kelsey Zwick Lakeisha Cross Rachel Macker Recommendations & Action Steps: Sounding the alarm - call to action Steadily declining Poor education outcomes Insufficient funding Structural inequality Classroom innovation Hall & McClelland's Aquired Needs Theory nAch, nPower, nAff Extrinsic Motivators Financial Public ridicule Equity Theory - Teachers Employee Value Proposition (EVP) Questioning Success REWARDS Motivation, Human Needs, & Equity ATLANTA SCHOOLS: Measures to Improve Performance ...4 days later The problem is the level of autonomy Dr. Hall was granted with no safeguards or checks and balances in place to prevent her dominating motivational nAch and nPower from negatively influencing the results she demanded. President George W. Bush - 2001 Data-driven measurement Central tenet, rewards, & penalties Adequate Yearly Performance (AYP) Federal funding & extra funding "Proficient" level by 2014 RECOGNITIONS In-demand education speaker Harvard's advisory board Superintendent of the year 2010 - Obama Georgia/Atlanta Education Crisis 2001 "Whistle-blowing" -2005 Media scrutiny intensified in 2009 Wrong-to-right (GOSA) Hall's independent investigation Blue Ribbon Commission (BRC) Governor's investigation Dr. Hall's Tenure APS exemplified the national problem Achievement, absenteeism, & low moral Low graduation expectancy Test failures Georgia's AYP = CRCT Testing protocol training How? Dr. Beverly Hall Problem: No Child Left Behind Act of 2001 (NCLB) Education megastar Perks of a CEO $150 million in funding Bonuses for every employee 1/5th Case Analysis: "She's going to be like god to us..." 2001 30% increase Parks Middle School - model 2005 - new principal/increase test scores "Exceeding expectations" March 29, 2013 "No exceptions, no excuses" Rule by fiat "Low score, out the door" Staff meetings Georgia Dome "celebration" U.S. Education Crisis 1> State advisory committee 2> Third party for testing - chain of custody 3> Realistic testing expectations

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