smothers-exec-summary

School Summary Enrollment Summary

2 page limit Enrollment Plan: Complete the following table for each school proposed to open in year one. Duplicate the table as needed. Remove any rows for grades the school will not serve.

Grade Level

Number of Students Year 1 2014

Pre-­‐K

Year 2 2015

Year 3 2016

Year 4 2017

Year 5 2018

Capacity 2019

40

40

40

40

40

K

50

50

50

50

50

50

1

50

50

50

50

50

50

2

50

50

50

50

50

50

3

50

50

50

50

50

50

4

50

50

50

50

50

50

5

50

50

50

50

50

50

6

50

50

50

50

50

7

50

50

50

50

8

50

50

50

Describe the rationale for the number of students and grade levels served in year one and the basis for the growth plan illustrated above.

TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.

Classroom sizes are manageable at 25 students per class in grades K-8 and 20 students in each Pre-K classroom. We anticipate an increase of 10 children each year after year two, who were not enrolled in our Pre-K program in year one. In year three of operation Smothers Academy will petition OPSB for approval to add grades 9-12.

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SMOTHERS ACADEMY Preparatory School for Arts and Sciences 2

Executive Summary 2 page limit The Executive Summary should provide a concise summary of the following: ● The mission and vision for the school(s) ●

The key components of the educational model, including brief explanation of how it will drive success for the expected student population

●

The academic outcomes the school(s) will achieve

●

The values, approach, and accomplishments of your school leader or leadership team, demonstrating capacity to open and manage a high quality school

●

Key supporters or resources that will contribute to your school’s success TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.

Mission: Smothers Academy Preparatory School for Arts and Sciences is a gender specific charter school designed to develop students into competent, self-motivated, lifelong learners. Our goal is to provide a multi-cultural, student-centered environment in which all students are held to high academic and behavioral standards. Our foundational principles of "obedience and discipline" reflect our commitment to the fundamental pillars of learning. Smothers Academy founders understand the critical need to employ innovative educational alternatives that promote young men's evolution into well-rounded, insightful men and positive, productive citizens.

Smothers Academy's mission centers on a singular motto; "Saving a generation, one child at a time."

Vision: Smothers Academy will at its capacity serve male children from grades Pre-K to 12 from diverse ethnic and socioeconomic backgrounds. The founders of Smothers Academy understand the critical need for innovative educational alternatives to bridge the performance gap between high achieving students and at risk or pre-risk students. Pedagogies will address the needs of all children but added emphasis will be placed on male children who come from socioeconomically disadvantaged areas of New Orleans.

Key components of the educational model: Smothers Academy will organize teaching, learning, and leadership around five core concepts: Knowledge, Creativity, Responsibility, Service, and Equity.

Knowledge – As established in the Strategic Design model, at Smothers Academy we intend to encourage each student’s natural quest for knowledge through the use of research-based, proven instructional practices, inquiry-based learning, and teaching through thematic curricula organized around essential questions.

Creativity – Children learn best when given multiple entry points for accessing subject matter.

Smothers Academy encourages children to approach new concepts and skills through various forms of artistic expression.

Responsibility – At Smothers Academy education is a collaborative effort, and each participant is charged with specific responsibilities. Students are ultimately responsible for their learning.

Teachers are responsible for ensuring that every child achieves at a high level by differentiating instruction and teaching according to Common Core State Standards. Parents are responsible for full participation in the educational community as established by Smothers Academy.

Service – At Smothers Academy we believe that successful education should instill in students a sense of civic duty. Teachers and parent advisory committees will constantly evaluate how best to keep the Smothers Academy curriculum cognizant of community improvement. Service SMOTHERS ACADEMY Preparatory School for Arts and Sciences 3

Learning for Social Justice is an integral part of the curriculum and culture of Smothers Academy.

Equity – We believe that an excellent school is a school in which all children are given the opportunity to achieve their maximum potential. Therefore, all children are provided opportunities to learn through differentiated and individualized instruction and with the use of standards-based curriculum. Through the use of innovative teaching methods, multiple opportunities for practice and varied assessments, students will be able to gain and demonstrate proficiency in complex subject matter and higher-order thinking skills.

By the end of year one testing will show at least 80% of Smothers Academy students performing on grade level in English, Language Arts and Math.

Stephen Goodly earned a Bachelor of Science degree in Secondary Education from Southern University in New Orleans and a M.Ed. in Educational Technology from Southeastern University in Hammond, La. Prior to serving as an Assistant Principal at Miller McCoy Academy for Mathematics and Business and as a Resident Principal at McDonogh City Park Academy as New Leader for New Schools fellow (2010), Stephen was fortunate to work as an account manager for I CAN Learn (educational software) training teachers and principals, aligning curriculum, monitoring data, modeling best teaching practices and conducting professional development helping many students increase academic achievement in eight states of the northeast region of the United States. Stephen has been fortunate to teach at all levels; from elementary to college. Prior to Hurricane Katrina (2005), Stephen served the New Orleans Public School District as the I CAN Learn classroom teacher’s Team Leader. Along with his continuous efforts to research successful practices and to increase student achievement and teaching pedagogy, Stephen works tirelessly to enhance the minds of children. He volunteers as a music instructor and serves as a youth counselor for his church. Stephen Goodly is from a family of educators and is married to a teacher. With both parents and his spouse immersed in education, Stephen’s daily conversations involve improving the delivery of instruction and educational reform. We are extremely confident that Stephen Goodly shares our philosophy and is the right person to exemplify the mission and values of Smothers Academy. We give Stephen Goodly our complete support and approval.

The Smothers Academy leadership team is comprised of highly educated and dedicated professionals. Each member has demonstrated an uncompromising confidence in the Smothers Academy philosophy and has demonstrated throughout their respective careers the capacity to either run a successful business, or assist in the day-to-day functions of a privately owned business. The Smothers Academy Board of Directors is a hands-on board comprised of professionals with relevant experience and complementary skill sets, from legal oversight to the management of multi-million dollar Federal programs, accounts and grants. Smothers Academy is proud to have qualified leadership to manage a high quality school.

Key supporters or resources that will contribute to your school’s success- The key supporters of Smothers Academy is the community at large. The Smothers Academy leadership team along with key stakeholders will engage in professional learning communities to analyze data, evaluate the effectiveness of the educational program, and determine how strategies affect the overall success of Smothers Academy.

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