Executive
Summary
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S
Stewart St Quincy, FL 32351-3843
TABLE OF CONTENTS
Introduction 1 Description of the School 2 School's Purpose 4
Notable Achievements and Areas of Improvement 5 Additional
Information 7
Introduction
Every school has its own story to tell. The context in which
teaching and learning takes place influences the processes and
procedures by which the school makes decisions around curriculum,
instruction, and assessment. The context also impacts the way a
school stays faithful to its vision. Many factors contribute to the
overall narrative such as an identification of stakeholders, a
description of stakeholder engagement, the trends and issues
affecting the school, and the kinds of programs and services that a
school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school
with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of
the school community will have a more complete picture of how the
school perceives itself and the process of self-reflection for
continuous improvement. This summary is structured for the school
to reflect on how it provides teaching and learning on a day to day
basis.
Description of the
School
Describe the school's size, community/communities,
location, and changes it has experienced in the last three years.
Include demographic information about the students, staff, and
community at large. What unique features and challenges are
associated with the community/communities the school
serves?
Carter-Parramore Academy is located in the southernmost part of
the City of Quincy in one of Gadsden County's oldest historical
African-American neighborhoods that was once comprised of
well-known and established business people, educators, and leaders.
Further south of its campus lies Stewart Street Elementary - voted
in 2011 the 25th Best School in the State -, Gadsden Technical
Institute, and the School Board of Gadsden County including its
transportation, maintenance, and warehouse facilities. Also within
close proximity to its northern border is the newly renovated
Gadsden Arms Apartment - the city's largest minority housing
complex for low-income families. The Carter-Parramore Academy
complex serves as the Gadsden School System's official alternative
education site. Locally, the site serves students from the
townships and communities of Quincy, Havana, Gretna, Midway,
Greensboro, and Chattahoochee. They are offered the opportunity to
withdraw from neighboring home schools and remain at
Carter-Parramore until they are eligible to graduate. However,
whenever students fulfill their obligations, whether academic or
behavioral, they may leave any of the services provided. Currently,
the Academy provides academic, dropout prevention, teenage parent,
childcare, and expulsion school services for a diverse population
of students ranging from fourth to twelfth grades. Limited health,
legal, and counseling services are also provided through the
Gadsden County Health Department, Capital City Youth Services, and
the Department of Juvenile Justice. There are three (3) different
educational programs for students who have special needs in the
areas of discipline, learning alternatives, teenage parenting, and
emotional and/or mental well-being. These programs operate
autonomously as Schools within Schools and fall directly under the
supervision of the Principal of Carter-Parramore Academy. Two
programs that support students' needs are the Teenage Parent
Program and Boldstep Infant Care Centre for children of teenage
parents enrolled in the school district, with priority given to
students enrolled at Carter-Parramore Academy for alternative
education. HOPE ACADEMY, at the southernmost end of campus, houses
students who have been expelled and alternatively placed by the
school board or court system for committing zero tolerance
infractions or who need very close supervision for behavioral
reasons. Currently, the complex has an enrollment of 215 students
which fluctuates weekly due to withdrawals or enrollments of new
and returning students from various local sites and/or juvenile
facilities. The student population is approximately 92%
African-American, 8% Hispanic, 1% Caucasian, and 1% Multiracial.
The percentage of economically disadvantaged students is 87%. This
rate could be higher if all students participated in the free and
reduced lunch program. Exceptional student education services are
provided for 17% of the population. While there are no LEP students
assigned to this site, 8.3% of the staff is ESOL endorsed and
provide assistance as needed for students. The instructional staff
consists of 21 dropout prevention teachers which include one ESE
teacher/support facilitator; one Reading coach; one Mathematics
coach; one Media Specialist; and two Behavioral Specialists. The
school, as an alternative site, has been in existence since
2003-2004. In 2010-2011, the school received its first school
improvement rating - maintaining - from the FLDOE. In 2011-2012
however the rating was lowered to "declining" due to a decrease in
the school's mathematics performance. The school was previously
rated as "declining" in 2008-2009 and 2009-2010. This year's goal
is to move the school to "improving". Note: Each year students must
reapply to enter the alternative program, which often results in a
new student body and less than 50% of the previous student
population returns. Commitments from students and parents will
assure that each year will not be a renewal, but a continuation of
what has already been started and accomplished.
Unique Features and Challenges Associated with the Communities
Carter-Parramore Academy as an alternative education site is
designed to alleviate some of the problems students face when they
fall behind academically and are not the appropriate age for their
grade levels. The system and community realize that students become
disenchanted and often resort to inappropriate social behaviors,
including but not limited to, violence, defiance of authority,
involvement in illegal substances, high absenteeism from school,
truancy, defamation of school property, etc.. Consequently, they
are at risk of dropping out of school just as over-aged students.
It is the intent of the program to expand its provisions to
students who need a non-traditional learning environment in order
to experience success in learning and subsequently receive a high
school diploma. Additionally, the alternative program has a
particular emphasis on vocational awareness and preparation due
largely to the high illiteracy, economic status, unemployment and
underemployment in the county. Students attending this program may
enroll in a CTE program each semester and acquire skill mastery or
earn certification by at the end of the course at the neighboring
Gadsden Technical Institute. This requirement applies to all
students in grades 10th through 12th. Middle grades students may
enroll in a CTE course (Informational Technology or Business
Education) on site for credit beginning at the 8th grade level.
School's Purpose
Provide the school's purpose statement and ancillary
content such as mission, vision, values, and/or beliefs. Describe
how the school embodies its purpose through its program offerings
and expectations for students.
MISSION STATEMENT: To ensure every student makes a year's
learning gain. VISION STATEMENT: To create a safe and stimulating
learning environment across the curriculum, which maximizes
individual potential and ensures students of all ability levels are
well equipped to meet the challenges of education and life. MOTTO:
"A Place called HOPE" LET'S WORK TOGETHER TO MAKE OUR SCHOOL SAFE:
To assure that the Carter-Parramore/HOPE Academy complex is a safe
and orderly place to learn and teach, we must follow rules. The
Faculty and Staff will model behaviors we expect of students. We
agree to the following: (1) To be role models for students. (2)
Treat students and other members of the Gadsden community with
respect. (3) Avoid unnecessary confrontations. (4) Be fair and
consistent in the application of classroom and school policies.
BELIEFS: We believe that the physical, emotional, mental, and
social development of citizens in this district is our concern; the
responsibility of the district is to assist in the total
development of students by recognizing their strengths and
weaknesses and immersing them in experiences that will help them
progress and achieve. We believe that it is the responsibility of
educational alternative/dropout prevention program to teach
learning skills, encourage logical and critical thinking, and
encourage the development of a positive self-concept with an
emphasis on wholesome attitudes and skill development for careers.
We believe that the program should promote sound mental and
physical health, foster the development of responsible citizenship
and social values, and emphasize the development of wholesome
interpersonal and group relationships, moral and ethical values,
aesthetic appreciation, and cultural awareness as we prepare
students for employment and lifetime leisure enjoyment. We believe
that the program should create an environment that is safe,
healthy, and conducive to learning; and one that enables
professional educators to practice and exhibit their craft with
opportunities for further growth and development through
participation in on-going staff development activities. Finally, we
believe that the School Board should provide an appropriate
physical infrastructure that lends itself to the unique needs of
at-risk and special needs students and a supporting curriculum
infrastructure that permits students an opportunity to develop to
their fullest potential within the framework of their individual
needs and abilities. The school improvement plan embodies all of
the school's goals, efforts, strategies, and activities to help
students meet the expectations of this system, which is preparation
for college and or careers. While students and their families
enrolled at the Carter-Parramore Academy complex have chosen an
alternative route to reach the same goals as those throughout the
State of Florida, they must be assured that this is the "best fit"
for meeting their needs; possess self-discipline and motivation to
work diligently; be goal-driven and respectful. While this
generally is not always the case, we have high expectations for all
of our students and we strive daily to provide the necessary
supports to get them through most situations. We provide
curriculum, physical, mental, emotional, legal (minor), and
material assistance as needed and within the confines of our
resources. Our major focus is on students at all ages to excel to
the best of their abilities and be able to become gainfully
employed or self-employed, attend a post-secondary education
institute, join the military and be a contributor to the community
or any other chosen place of residence.
Notable Achievements and
Areas of Improvement
Describe the school's notable achievements and areas of
improvement in the last three years. Additionally, describe areas
for improvement that the school is striving to achieve in the next
three years.
2009-2010
* 14 high school graduates with standard diplomas or GED
compared to 5 the previous year
* 35.7% of graduates took the ACT and 64.2% took the CPT
* 57.1% of graduates enrolled in a Florida post-secondary
institution during Fall 2010
* District hires Dropout Prevention Coordinator
* 25% of graduates (African-Americans) passed the FCAT Retake
Test for graduation
* 60% of all students grades 3-10 made learning gains in
mathematics
* 21 high school graduates with standard diplomas or GED
* 42% of all students grades 3-10 made learning gains in
reading
* 41% of students scored 3.0 or above on FCAT Grade 10 Writing
To Date 2012-2013
* Brotherhood of Respect, an all male organization, has been in
existence for over 8 years and shares an established partnership
with FAMU's Black Male Explorers Program
* Initiated the Student Council in response to students' request
to have a voice in the decision-making process
* Initiated the School Newspaper to help publish campus news and
voice concerns and issues from students
* Assistant Principal added to the Administrative Staff
* ISS Program implemented to deter and decrease out of school
suspensions
* Supplementary materials provided through SIG for academic
program (i.e. classroom libraries with CCSS literary titles)
* 21st CCLC after-school program
* Disc Village counseling program for students
* Full-time media specialist
* Availability of on-site virtual and online school program for
credit recovery
* Full-time reading and mathematics coaches
* Two full-time behavioral specialists Areas for improvement
that the school is striving to achieve in the next three years
* Reading Proficiency
* Mathematics Proficiency
* Increased Graduation Rate
* Decreased Dropout Rate
* Reduce High Absenteeism (student absent 21+ days)
* Reduce Number of Suspensions and Expulsions
2010-2011
2011-2012
Additional Information
Provide any additional information you would like to
share with the public and community that were not prompted in the
previous sections.
Stakeholders rated Standard 1: Purpose and Direction in the
school satisfactorily contrary to the fact that the school has
experienced new leadership for the past six years. The general
focus of the school remains the same - assuring that the neediest
and most at-risk students receive quality assistance for maximum
success.