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Title I funds have been used to extend teaching and learning opportunities. Through this funding, we have been able to operate a "twilight school" from 3:30 P.M. - 6:00 P.M. three days a week.. We have also funded "Saturday School" using Title I funds. These extended learning opportunities provide additional instruction for students who need it.

What is the single most important factor in the success of your school that others could replicate?

A relentless focus on instruction on behalf of all students is our most important success factor. Regardless of students’ levels of proficiency in each subject area, our faculty and staff are committed to planning and providing daily instruction that is designed to enhance all students’ levels of mastery.

Describe the program or initiative that has had the greatest positive effect on student achievement.

Carver Early College students enroll here to prepare for college entry and college success. As we work to keep students excited about going to college during their third year of high school, we are able to promote mastery of all content in State-mandated courses. We are able to help students select their dream college, examine entry criteria, and work to meet it. These strategies promote higher achievement.

Explain how Title I funds have supported your improvement efforts.

Title I funds have been used to extend teaching and learning opportunities. Through this funding, we have been able to operate a "twilight school" from 3:30 P.M. - 6:00 P.M. three days a week.. We have also funded "Saturday School" using Title I funds. These extended learning opportunities provide additional instruction for students who need it.

Identify the professional development activities you use to improve the teaching portion of the teaching and learning process.

At Carver Early College we seek to improve the quality of instruction and the preparedness of instructors using the following activities:
1. Small group sessions on selected effective practices (provided during planning period).
2. Monthly whole faculty professional development (designed to update and respond to school performance data).
3. Campus-wide professional development provided through subject area
4. Periodic sharing of engaging practices (as identified by principal via lesson plans)

Describe how data is used to improve student achievement and inform decision making.

At the start of each semester, Carver Early College teachers pre-assess students to determine proficiency levels in terms of content mastery, reading, writing, learning styles and interests. The teachers use the results of these inventories to plan meaningful, relevant and timely instruction for students. All teachers are encouraged to closely monitor student progress on a daily basis using exit tickets and other means of continuously assessing each student’s instructional needs.

Every three weeks, each Carver Early College teacher is required to design and administer a test that measures students’ mastery of all course content in a comprehensive manner. Data collected from the tests must be analyzed and submitted to the principal, along with notes regarding instructional implications. Lesson plans are monitored in relationship to the data.

• Category 1

  Selected in 2012

• Grades: 9 - 12
  School Setting: urban
  Town Population: 4,200,000
  Student Enrollment: 330
  Student Demographics:
  

  Black/African American: 99%
  White/Caucasian: 0%
  Hispanic: 1%
  Hawaiian/Pacific Islander: 0%
  Asian: 0%
  Native American: 0%
  Other: 0%
  

  Teacher/Student Ratio: 1:21
  % Reduced Lunch: 83%
  % ELL Learners: 0%
  Founded: 2005
• PRINCIPAL:
  Marcene Thornton
• CONTACT:
  55 McDonough Blvd., SE
  Atlanta, GA 30315
  404-802-4405
  dcatalano@atlanta.k12.ga.us