MASTERS PREPARATORY ACADEMY



The Ted Ginn Sr.MASTERS PREPARATORY ACADEMYExecutive SummaryAugust 7, 2013Founding Members:Lydia CarterTed Ginn Sr.Jason JenkinsRobert L. MurphyCalvin MurrayChristine StacciaDonald StacciaTABLE OF CONTENTSTITLE: PAGE:MISSION……………………………………...………………………………………………….3DESCRIPTION……………………………..…………………………………………………...3STATEMENT OF PHILOSPHY……………………………………………………………….3BACKGROUND…………………………………..…………………………………………….3Qualified Effectiveness…………………………………………………………….....3Recent Studies…………………………………………………………………………4THE TGSMPA PROGRAM………………………………………...…………...……………..5Setting the Organizational Habitus…………………………………………………5Core Area 1 – Student Assessment………………………………………………..6Core Area 2 – Parent/Family/Community Partnership……...…………………..6Core Area 3 – Curriculum and Instruction………………………………………..7Core Area 4 – School Habitus…..…………………………………………………..8Core Area 5 – School Leadership…………………………………………………..9Core Area 6 – School Counseling………………………………………………..10Core Area 7 – School Organization………………….……………………………11ADMISSIONS………………………………………………………………………………….11ATTENDANCE POLICY……………………………………………………………………..11TYPICAL SCHEDULE………………………………………………………………………..12SCHOOL CALENDAR………………………………………………………………………..12ORGANIZATIONAL CHART…………………………………………………………………13MISSIONThe Masters Preparatory Academy (TGSMPA) proposes to open in Ohio in the fall of 2014 with 150-200 ninth grade boys, growing to serve 1000 students in seventh through twelfth grades by the end of its fourth year. The mission of the proposed school is to provide a high quality, comprehensive, and relevant education for urban African American males by increasing their educational resilience and forming personalized learning communities that support the social, emotional, and academic development of each student. This will be accomplished through the college prep, real world, and rigorous curriculum required to empower them with the knowledge, skills and academic ability to attend four-year colleges or pursue a chosen career, lead productive lives, and become contributing members of society.DESCRIPTIONTo achieve its mission, the educational design of TGSMPA is based on 1) complying with the common core standards, revised academic content standards, testing and curriculum requirements established by the Ohio Department of Education; 2) boarding urban males year-round from the eight major urban cities in the state of Ohio: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown; and 3) modeling the Standards and Promising Practices established by the Coalition of Schools Educating Boys of Color (COSEBOC). Founding members envision TGSMPA to be an elite educational institution utilizing innovative and evidence-based instructional strategies which will increase and enrich the academic and personal success of young, African American, urban males. By setting a high personal and academic standard in a safe habitus full of cultural awareness and relativity, TGSMPA developers believe their students will come to know their purpose, value and worth. Equally important, their students will leave this school with a clear sense of themselves and their talents, an ability to frame and solve problems, and a capacity to work well with a wide range of people.STATEMENT OF PHILOSOPHYTGSMPA is the realization of a vision by Mr. Ted Ginn Sr. and Dr. Robert L. Murphy. It was their dream to open an all-male boarding school serving boys from across the state of Ohio and surrounding states. The scholars will embark upon a social, emotional, and academic educational transformation through the process of erudition, which means, to “take the roughness out of; polish; teach.” This process is built on the core values of Scholarship, Leadership, and Service that serve as the foundation of TGSMPA. Students will learn the methods and skills of high academic excellence through a structured, individualized, rigorous curriculum. Students will acquire and apply leadership skills such as, goal-setting, character development, problem-solving, critical thinking, integrity, self-reliance, resiliency, and commitment to helping others. All of the young men will be required to serve their school, community, region, and the nation. Extracurricular activities and opportunities for mentoring and internships will be available for all students.BACKGROUNDQualified Effectiveness:The effectiveness of operating single-gender schools and boarding schools raises controversy among educators just when addressed as individual issues. The founding members of TGSMPA comprehend the educational and social concerns regarding the efficacy of operating an institution combining the two. However, the academic success of single-gender schools like Urban Prep (Chicago), Eagle Academy (The Bronx), and Boys’ Latin (Philadelphia), and boarding schools like Piney Woods (Mississippi), Pine Forge Academy (Pennsylvania), and Christian Redemption Academy (Troy, NY) prove that factors previously believed to be intangible with regards to when and why children of color excel academically can now be qualified and quantified.Recent Studies:Between 2006 and 2009 the Bill and Melinda Gates Foundation funded the Black and Latino Male Schools Intervention Study (BLMSIS), conducted by the Metropolitan Center for Urban Education, which framed two theories: 1) Schools need to understand and have a knowledgebase of the social/emotional needs of Black and Latino boys, and 2) schools need to understand how the academic needs of Black and Latino boys have surfaced and target strategies for addressing those needs. The study examined seven boys’ schools whose populations were diverse but predominately Black and Latino; the boys in the study were ages 9 to 18. According to the 75 administrators in this study, all-boys’ schools provide an educational equity intervention for their students. Following is an excerpt from the conclusion of the BLMSIS:Overall, our investigation of the schools has elicited multiple theories as to why single-sex schooling is a viable intervention model for the educational dilemma facing low-income, Black and Latino boys, or boys of color. Each of the schools in this study consists of a dynamic set of leaders who maintain that creating a nurturing school climate will positively impact the boys’ social, emotional, and academic development. While each of the single-sex schools in this study is distinct in its own right, the schools are all constructed to serve students with “high needs” who are viewed to benefit from the opportunity to be educated in a setting designed exclusively for them…As such, in order for the young men to succeed, the schools’ interventions need to be primarily directed towards creating nurturing environments that provide alternative messages to what Black and Latino boys have received in traditional public schools (Metropolitan Center for Urban Education, 2010). In 2010, Mia Alexandria-Snow studied the matriculation of four students from Piney Woods, a historically Black boarding school, who attended two traditionally White universities. The full text of this study is published in Urban Education, May 2011 (Alexandria-Snow). Alexandria-Snow published the following synopsis of her findings on the internet (Alexandria-Snow, EDUS 660 Research Methods):Piney Woods graduates characterized their Piney Woods experience as empowering, whereby they developed healthy cultural esteem and self-concepts. They attributed their success to Piney Woods’ commitment to their success. High expectations for achievement and seeing themselves in the curriculum transcended the negative distortions the graduates may have internalized about themselves. Piney Woods School, steeped in cultural referents, provided its students with tools for developing their self-concepts and collegiate aspirations.Piney Woods currently reports: “Each year, at least 98% of our graduating seniors enroll in some of the most prestigious colleges and universities in the nation, including Alcorn State, Amherst, Denison, Fisk, Harvard, Howard, Jackson State, Michigan State, Morehouse, Oberlin, Princeton, Smith, Spelman, Tougaloo, Tufts, Tuskegee, UC Santa Barbara, University of Chicago and Vassar” ( The Piney Woods School). Guarian and Stevens report that coed classrooms make it hard for boys to explore all subjects fully, for fear of being a geek or not looking macho. Single gender classrooms tend to engage boys to create in an environment that says it is cool and safe to be smart. Gender specific schools and classrooms have been utilized in other urban cities across the country; the all-boys Urban Prep in Chicago Classes of 2010, 2011, and 2012 had a 100% college acceptance rate for its students. A 2008 Stetson University study found that 85% of boys in all-boys classes scored proficient on Florida’s Comprehensive Assessment Test (FCAT), compared with 55% of boys in the coed classrooms; same size class, same curriculum and same demographics. The all-boys school in Cleveland, Ted Ginn Academy, graduated 97% of its African American boys in comparison to the 28% that graduated throughout the remainder of the Cleveland Metropolitan School District. Despite the controversy, single gender schools for urban boys prove to be effective.THE TGSMPA PROGRAMSimply placing males in one place for an extended period of time does not create positive outcomes and conditions. School officers, administrators, teachers and support staff must have appropriate training and professional development to foster student success. (Dr. Leonard Sax 2005). This task will require a new paradigm for education policy – one that shifts policy makers’ efforts from designing controls to developing capacity among schools and teachers to be responsible for student learning and to be responsive to student and community needs and concerns. This means (1) redesigning schools so they focus on learning, foster strong relationships, and support in-depth intellectual work; and (2) creating a profession of teaching to ensure that all teachers have the knowledge and commitments they need to teach diverse learners well (Darling-Hammond, 1997). TGSMPA will identify a successful student as one who 1) scores proficient or better on state and national standardized tests; 2) graduates from high school; 3) either thrives after in college or flourishes in a chosen profession; and 4) consistently displays behavior that is productive and contributes in a positive way to the community. The TGSMPA founding members believe the following components of the TGSMPA program will produce successful students.Setting the Organizational Habitus:The primary goal of TGSMPA is to create a safe and positive school habitus. The Urban Education Institute at the University of Chicago (May 2011) reported “the best predictor of whether students and teachers feel safe is the quality of relationships inside the school building.” TGSMPA will incubate practices to create the right conditions by first exhibiting, then expecting students to exhibit characteristics of the eight Urban Prep Academy modeled core values: Resiliency, Integrity, Selflessness, Exceptionality, Solidarity, Faith, Accountability, and Relentlessness. These core values are characterized as follows: Resiliency – summonsing the drive to continue to move forward regardless of how often one is knocked down; Integrity – doing the right thing when no one is looking; Selflessness – being more concerned with the needs of others than one’s own; Exceptionality - performing at the highest level, then setting a higher standard; Solidarity – standing together as family; Faith – never giving up on oneself; Accountability – owning responsibility for one’s actions and decisions; and Relentlessness – staying focused amid distractions. As all TGSMPA employees embody these core values, they will create an organizational habitus that is safe for students to take risks. This habitus, in turn, will build positive mentoring relationships, provide one school voice, and set high student expectations.Seven Essential Core Areas for Developing and Sustaining Effective Schools:TGSMPA will utilize the seven essential core areas for developing and sustaining effective schools and/or school programs for boys of color developed by COSEBOC. The following is an excerpt from COSEBOC’s executive summary:We have created this tool to begin merging what is known about promising practices for boys of color with the research on effective schools. Throughout this document we identify research-based “best practices” in curriculum, instruction, school design, and out-of-school support programs. While we do not claim that these are the only methods that work, we do contend that unlike other strategies that may be in use in some schools or programs, there is empirical research documenting the efficacy of these approaches, particularly in relation to boys of color…The Standards may not be specific to boys of color, but describe good schools regardless of who they serve. The guidelines of promising practices describe an approach aimed specifically at boys of color implemented by schools and/or organizations focused on enhancing the educational and social outcomes of this population.Core Area 1 – Student Assessment:Student Assessment: Students will be assessed upon enrollment, utilizing the Measurement of Academic Progress (MAP) and the Scholastic Reading Inventory (SRI), to determine a baseline level for math, science, and reading. These assessments will also be utilized throughout the year to chart student progress in each area. They will also take a small battery of personality and learning style assessments. Combined, these assessments will assist the student and teacher in the development of an individualized Student Education Map (SEM). The SEM is in no way related to the Individual Education Plan (IEP) nor the Written Education Plan (WEP); the SEM will serve more as a road map for the student to take charge of his own study habits and to assist the teacher in constructing comprehensive and differentiated lesson plans. Both student and teacher can fortify academic weaknesses through the most affective learning style. Every student will have an SEM, whereas IEPs and WEPs will be administered only as warranted. Students will also participate in periodic practice Ohio Graduation Tests (OGT), ACT, and SAT exams throughout the school year to benchmark progress toward meeting the goal of passing these exams. TGSMPA will measure its achievement by the goal of attaining a 100% graduation rate for its fourth year seniors.Core Area 2 – Parent/Family/Community PartnershipParents will have an active role in the success of TGSMPA by serving as members of various advisory boards, decision-making committees, and the school parent-teacher organization (PTO). TGSMPA expects parents to model and reinforce the academic and social excellence demanded of its students. TGSMPA will designate specific responsibilities and duties to staff for communication with parents via phone calls, flyers, newsletters and electronic correspondence. Parents are expected to attend Academic Commitment Expectations (ACE) workshops throughout the year. The ACE workshops will be a joint effort with the Ohio Parent Information and Resource Center (Ohio PIRC) to assure Title I compliance and indoctrinate parents with TGSMPA’s adopted eight core values. ACE workshops will also allow TGSMPA to clearly articulate the responsibilities parents have at home to help insure their child’s academic success. Parents will be contacted initially through planned marketing and recruiting strategies. Parents will be informed of how to access the Ohio PIRC website and will also be informed of all TGSMPA commitment guidelines and expectations during recruitment. Core Area 3 – Curriculum and Instruction:Curriculum:TGSMPA will provide a rigorous, college preparatory curriculum which meets and exceeds the state requirements:4 units of English language arts (with emphasis on speaking, listening, reading, and writing)? unit of Health4 units of Mathematics? unit of Physical Education4 units of Science 3 units of Social Studies 5 units of Electives (including 2 years of foreign language)1 unit of Fine Arts? unit of Economics? unit of Financial LiteracyAdditional recommended classes include:CalculusTrigonometryChemistry IIPublic SpeakingAdditional Foreign LanguageDual enrollment and Post-Secondary Education Option (PSEO) classesIn addition to honors and Advance Placement (AP) classes, TGSMPA will offer classes and electives which focus on the urban experience. These classes may include but not be limited to Ancient African History, Law and the Criminal Justice System, The Latin Experience in the 21st Century, Athletics as an Industry, and Media Literacy.Instruction:TGSMPA teachers will be required to:Encourage students to be responsible citizensCreate an environment that is physically, culturally, and emotionally safe for all studentsBelieve that our students can achieve at very high levelsEncourage school community and prideConsider students’ outside-of-school lives and teach to the whole childAllow opportunities for students to demonstrate personal growth (i.e. rites of passage ceremonies, and public recognition)Utilize project-based and inquiry learning teaching strategiesAttended scheduled professional development throughout the year which will:provide support for new teachers that involves mentoringencourage teacher collaborations within and across grade levelsis researched basedaddresses teachers’ immediate academic concerns and allows their needs to dictate PD opportunitiesallows for teacher feedback regarding school leadership, organization, curriculum, and instructionprovides/develops common definitions of important curricular concepts, especially those that inform legislation (No Child Left Behind, IDEA, ELL)requires reading of research/articles/briefs relevant to the culture of the student population and encourages debate/discussionMaintain a self-awareness checklist which will allow teachers to be mindful that they are:willing to work on building positive relationships with their studentsaware of their own cultural heritage and valuesaccepting and respecting of others’ culturesaware of potential biases toward other cultures stemming from her/his own culturecomfortable with racial differences that may exist between themselves and othersunderstand the sociopolitical systems of operation in the U.S. with respect to the treatment of minoritiespossess specific knowledge and information about the racial/ethnic group(s) with whom they workaware of institutional barriers than hinder racial/ethnic mobilityCore Area 4 – School HabitusNew teachers and teachers who possess a strong academic background are more likely to abandon the profession. It is not uncommon for teacher turnover in charter schools to reach 40%; TGSMPA executives have witnessed turnover as high as 75% in Columbus. Replacing teachers not only accounts for approximately 25% of their salaries and benefits, it also “…affects many of the organizational conditions important to effective schooling, such as instructional cohesion and staff trust” (Stuit and Smith, 2009). TGSMPA believes it will meet the challenge of maintaining low attrition rates by creating an organizational habitus conducive to learning for both students and teachers, Teachers will be provided the resources they need to be successful. Teachers will have ample time to address the needs of individual students, receive ongoing and meaningful professional development, and earn competitive monetary compensation. The pay scale for TGSMPA teachers will be based on the Columbus Education Association salary schedule, and will provide a performance bonus when merited.Since TGSMPA is a boarding school, the class schedule is year-round; thus the school calendar allows for periodic breaks throughout the year permitting teachers to recharge. While students are away from the building interning or receiving college class instruction, teachers will either collaborate to create ways to fortify particular student academic deficits or attend pre scheduled in-house professional development. TGSMPA believes an educational system which provides both pedagogical and communal antidotes will populate academically sound and socially conscience adults into our colleges and communities. The school habitus will reflect the belief that all students can learn, will progress academically, and achieve at very high levels. Since students only leave campus during school breaks, evenings and weekends will facilitate activities and programs which promote learning outside of the classroom. TGSMPA will implement the following strategies to create the school habitus:Provide a physical environment where:classrooms, study areas, and hallways have abundant displays celebrating diversity by subject areacontent standards are posted in every room school policies are posted in every room and hallwaypublic areas are clean and resourced appropriatelypositive affirmations will be posted in all areasAllow student leadership and voice such that:youth “voice” is considered in decision making by regularly meeting with groups of students to obtain feedbackanti-discrimination policies equally support and provide open access for the participation of students in activities and student-led groups designed to enhance a respectful, safe, and positive school climate and to promote respect for diversitya variety of student leadership opportunities are available for all studentsImplement inclusive policies and practices in which:organizational traditions are examined periodically to check for exclusive/inclusive practicesteachers have opportunities to assess their own pedagogical practicesteachers and administrators are evaluated by various constituency groups (other teachers, students, colleagues, self, supervisor, etc.)promote achievement and prohibit retention of lower achieving groups without previous academic supportsprohibit harassment and discriminatory behaviors of any kind.address the needs and safety of students as well as adults.promote practices and curricula that build a sense of community, personalization and understanding for and among all students.builds schools‘ capacity to implement a diversity-rich curriculum as well as to respond effectively to instances of harassment, bullying, or intimidation.Core Area 5 – School LeadershipTGSMPA will be led by Dr. Robert L. Murphy, who will serve as its CEO and Chief Academic Officer. Murphy (a former OSU wide receiver), has completed his tenth year as a Columbus City Schools principal and has recently retired. He is also an adjunct professor at Ohio Dominican University. He completed his doctoral studies in Educational Administration at Ohio University where his research is concentrated in single gender education for boys of color. His dissertation is entitled, “The Impact of a Single Gender Schools on the Social, Emotional, and Academic Progress of African American Males from Low Socioeconomic Urban Neighborhoods.” Murphy has previously served four years as an assistant principal with Columbus City Schools, and five years as a director of Christian Education with World Harvest Preparatory. For 13 years, he instructed high school art at various schools and coached league finalists and division and state champions in track and football. Through his doctoral studies, Murphy has successfully recruited the help of men like David Banks of Eagle Academy in The Bronx, Tim King of Urban Prep in Chicago, Ron Walker of COSEBOC, Dr. H. E. Holliday of Kennesaw State University, Dr. James Moore of The Ohio State University Todd A. Bell National Resource Center on the African American Male, J. Tracy Robinson, of Ohio Commission on Fatherhood, and Ted Ginn, Sr. of Ginn Academy in Cleveland, Ohio to personally advise him on this TGSMPA venture. Murphy has also cultivated valuable relationships with Central Ohio educators, legislators, and community leaders which have already proved to be invaluable to our organization.Murphy will oversee the instructional, community, and visionary leadership for TGSMPA. He will be responsible for building a quality school and school program which has:Instructional leadership that focuses on:strengthening teaching and learning, and professional developmentaligning the approach to the developmental stage of the schoolplacing educational concerns over management concernsplacing an emphasis upon models of professional development that impact directly upon classroom practiceprogressive approaches to discipline and classroom managementCommunity leadership manifested through:school leaders signaling to others what is important and building confidence and capability in those they leadhaving the confidence to deal with conflictestablishing coherent communities within the school as well as a sense of a responsible community beyond and around the schoolVisional leadership demonstrated by school leaders:taking a broad view of change (i.e. focusing on the big picture)placing emphasis upon forms of leadership that are people-oriented, transformational and empoweringtaking advantage of external opportunities to generate change and to encourage staff to innovateA school leaders self-awareness checklist which reminds leaders to be:conscious of their own cultural heritages and the ideals and values associated with those heritagesaccepting and respecting of cultural differenceaffirming of the range of social and cultural identities faculty, staff, and students claimaware of potential biases toward other cultures stemming from their own cultural heritagescomfortable with racial differences that may exist between them and othersunderstanding of institutional bias with respect to its treatment of women, people of color, immigrants and sexual minoritiespossess specific knowledge about the racial/ethnic group s/he works withaware of institutional barriers that hinder racial/ethnic minorities‘ educational mobilityCore Area 6 – School CounselingIn staying aligned with the COSEBOC model, TGSMPA expects its school guidance program to provide academic, career/college readiness, and personal/social competencies to all students through advocacy, leadership, systemic change by teaming and collaborating with all organization stakeholders as part of comprehensive developmental guidance program. The counseling program will utilize the following three-tiered approach:A counseling program that:distributes school counseling responsibilities among school staff, including teachers who are supported by professionals.utilizes counselor-teacher-parent-administrator teams to strategically plan challenging casesprovides the support and resources necessary to help all students meet challenging standardsfosters an awareness of the effect of ecological conditions surrounding boys of color (e.g., poverty, racism, gender-based, homophobia, etc.)maintains a student: counselor ratio that allows for students to meet with their school counselors multiple times each termA social and health service in the community which is:coordinated with the school, and policy makers to establish and revise policies to facilitate students‘ access to the services they needregularly communicating their services to school through presentations and one-on-one meetingsA counselors’ awareness checklist which reminds counselors to continuously be:aware of their cultural heritages and the ideals and values associated with those heritagesaccepting and respecting of the range of ways students, faculty, and staff social and cultural identitiesaware of potential biases toward other cultures stemming from their own cultural heritages that may dictate referral of clientscomfortable with racial differences that may exist between s/he and othersunderstanding of the sociopolitical system‘s operation in the U.S. with respect to its treatment of minoritiespossess specific knowledge and information about the racial/ethnic groups represented amongst students, faculty, and staffknowledgeable of ways to collaborate with other counseling personnel (school social worker or psychologist) employed by schools and community organizationsaware of institutional biases that hinder racial/ethnic minorities use of mental health servicesculturally responsive as seen through their ability to send and receive culturally sensitive verbal and nonverbal messages accurately and appropriately with the racial/ethnic minority clients in the school communityable to serve as interpersonal and systemic (school system) advocates depending on the situationCore Area 7 – School OrganizationThe school we envision is an exciting place: thoughtful, reflective, engaging, and engaged. It is a place where meaning is made. It is a place that resembles workshops, studios, galleries, theaters, studies, laboratories, field research sites, and newsrooms. Its spirit is one of shared inquiry. The students in this school will feel supported in taking risks and thinking independently. They are engaged in initiating and assessing their ideas and products, developing a disciplined respect for their own work and the work of others. Their teachers will function more like coaches, mentors, wise advisors, and guides than as information transmitters or gatekeepers. They will offer high standards with high levels of support, creating a bridge between challenging curriculum goals and students’ unique needs, talents, and learning styles. They are continually learning because they teach in a school where everyone would be glad to be a student or a teacher – where everyone would want to be – and could be – both (Darling-Hammond, 1997).A primary function of the entire TGSMPA organization is to provide all students with opportunities to demonstrate participatory citizenship and leadership. TGSMPA officers and administrators will unceasingly labor to augment its common core curriculum to include advanced work in mathematics, science and literacy. Emphasis will be placed at both ends of the academic spectrum: strongly encouraging AP and dual enrollment class participation while utilizing multiple, differentiated, and culturally responsive instructional strategies to address gaps in students’ academic skills. Through professional and personal development, all TGSMPA students and teachers will be proficient with state of the art technology.Boarding students will eliminate the need for “extending” the day for “after school programs”. TGSMPA will facilitate small learning and activity communities outside of the classroom that promote high academic achievement through the following: TutoringProviding specific courses for students performing below grade levelImproving trust among the adults where students spend a lot of their timeProviding extra-curricular activitiesADMISSIONSPolicy regarding the admission of students to TGSMPA will comply as specified in § 3314.06 of the Ohio Revised Code. TGSMPA is a high school serving grades 9 through 12 located in Summit County, but is open to boys residing in the state of Ohio. As stated earlier in this summary, however, special marketing efforts will be targeted to minority males who are at risk of not graduating from high school in the eight largest urban areas in the state: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown.TGSMPA will actively seek to recruit and admit students without regard to race, creed, color, sexual orientation or handicapping condition to further enhance the school’s diverse community of learners. TGSMPA will extend to all its students the rights, privileges, programs and activities of the school. In addition, the school will not discriminate on the basis of race, color, sexual orientation, handicapping condition or ethnic origin in the administration of its educational programs and extracurricular activities or in the hiring of its personnel.Attendance PolicyIn accordance with Ohio Revised Code Section 3314.03(A)(6)(b), the Board of Directors will adopt an attendance policy that includes a procedure for automatically withdrawing a student from the school if the student, without a legitimate excuse, fails to participate in one hundred five (105) consecutive hours of the learning opportunities offered to the student.Typical ScheduleStudents will be scheduled for 7 hours per day, Monday through Friday, utilizing a Block Schedule format, for a total of 1,274 hours of instruction. Each class period will be 105 minutes in length and school will be in session from 8:00 a.m. until 4:45 p.m. Listed below is a typical student schedule:8:00 – 9:30 Class10:00 – 11:30 Class11:30 – 1:00 Break1:00 – 2:30 Class3:00 – 4:30 ClassMasters Preparatory Academy 2014 – 2015 School CalendarStaff 222 Days including 8 paid Holidays totaling 214 Work Days182 Instructional Days, 7 hours per day, totaling 1,274 Student Contact HoursJuly 9 – July 29, 2014….………………………….Summer enrichment for teachers and studentsAugust 7, 2014…………………………………………………………First day of school for studentsSeptember 4, 2014……………………………………………….……….…….Labor Day, No SchoolSeptember 24, 2014……………………………………………………….Professional Development*October 22, 2014…………………………………………………………..Professional Development*October 27 –October 31, 2014.…………………………………………………………..OGT TestingNovember 26, 2014………………………………………………………..Professional Development*November 27-28, 2014………………….……………………..….Thanksgiving Holiday, No SchoolDecember 19, 2014 – January 2, 2015……………………...…………….Winter Break, No SchoolJanuary 5, 2015………………………………………………………………………..School ResumesJanuary 12 – 16, 2015…………………………………………………………………..OTELA TestingJanuary 19, 2015……………………………………………………………..MLK Holiday, No SchoolFebruary 16, 2015………………………………………………………...Presidents’ Day, No SchoolMarch 9 – March 13, 2015..………………………………………………………OGT/OTELA Testing April 29, 2015……………………………………………………………….Professional Development*May 25, 2015………………………………………………………………..Memorial Day, No SchoolMay 29, 2015…………………………………………………………………………Last Day of SchoolJune 1 – June 12, 2015………………………………………..………….Summer Break, No SchoolJune 15 – July 3, 2015……………………………………………….Summer Enrichment Sessions IJuly 6 – July 24, 2015………………………………………………...Summer Enrichment Session II*Professional Development is for both teachers and student TED GINN SR.’S MASTERS PREPARATORY ACADEMY ORGANIZATIONAL CHARTSponsorTBD Board of DirectorsCEO/CAORobert MurphyTutors, Aids, and Support StaffCounselors & TeachersPrincipalTreasurerLydia CarterDirector of Marketing & PR Jason JenkinsExecutive to the CEO/CAOTBD ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download