Fact Sheet

Greater Gentilly High School
6026 Paris Avenue	State Superintendent: Paul G. Pastorek
New OrleansLA 70122	RSD Superintendent: Paul G. Vallas
504-373-6227	Principal: Beverly Johnson Jelks

At Greater Gentilly High School:

Students learn in an innovative and professional environment fostered by the use of advanced learning methods and technology.
Both staff and students understand the commitment necessary to implement a rigorous and relevant curriculum,
A curriculum is established in which technology standards and skill development are embedded.
The project-based learning environment sets up an atmosphere where learning is student-driven, engaging, and meets the needs of a wide variety of academic abilities.

FEATURES

Project Based Learning
1:1 student to computer Ratio
Team teaching
Curricular integration
Authentic assessment strategies
Student and teacher workflow managed through PeBL Collaborative Learning Environment
Brand new state of the art facility
Network capacity for email, Internet
All students college ready
Dual Enrollment

CAREER CLUSTER	AREA OF CONCENTRATION
Arts, A/V, Technology, and Communication	Commercial Arts
Arts, A/V, Technology, and Communication	Entertainment Production
Education and Training	Education
Information Technology	Computer Science

9th & 10th Grade 2009-2010
A grade will be added each year until all 4 high school grades are included

Greater Gentilly Steering Committee Members

GCIA Members

Dr. Oscar Barbarin(Higher Ed)
Dr. Robert Little (Community Member/Doctor)
Karran Harper Royal(Community member/Education Advocate)
Katheen Whalen (Social Worker/Afterschool programs)
Stacie Washington (Social Worker)
Joyce Flaxbeard (Educator)
Col. Clarence Becknell (Educator)
David Welch (Community Member/Technology)

Non-GCIA

Beverly Johnson (Principal)
Betty Jean Wolfe (RSD Senior Staff)
Barbara Fuselier (RSD Consultant)
Lynette Denise Bates (Upward Bound)
Dr. Andre Perry (Higher Ed)
Ed Melendreras (Businessman)
Freda Jones (GGHS Parent)
Rodger Wheaton, Jr.(Attorney)

Approved by GCIA, but not voted on to the Steering Committee

Katrena Ndang (Educator)
Dr. Marilyn Jefferson-Payne (Educator)
Delores Haynes (Educator) Interviewed, not yet selected:
Ronald Mc Clain (attorney)
Kevin Griffin (Entertainment production)

Not yet interviewed:

Jaron Barnes (GCIA) Technology
Brent Washington (Accountant)
Terry Williams (Accountant)
Wanda Brooks (Accountant)

New Technology Model

New Tech Network

We provide learning environments centered on a strong culture of trust, respect, and ownership in which students and teachers are all equally responsible for success. New Tech schools graduate collaborative, critical thinkers who are capable of framing and solving the problems that will shape our collective future.

Three key elements set our schools apart and fuel our success:

1. A new instructional approach that engages learners. Project-based learning (PBL) is at the heart of our instructional approach. PBL uses technology and inquiry to engage students with issues and questions that are relevant to their lives. In New Tech classrooms, teachers design rigorous projects tied to state and district standards and customize them to their location and the interests of students. Students then work in teams to acquire and apply knowledge and skills to solve problems. New Tech’s approach to PBL fundamentally changes the role of teacher and student. Instead of traditional one-to-many instructors, teachers become facilitators and coaches who guide students to take charge of their own learning, invent their own solutions, and develop self-management techniques. New Tech invests deeply in process through ongoing training and support to ensure all teachers can become effective in this transformative approach to learning. Students become active learners and doers who take responsibility to complete projects. They learn to handle long, complex tasks and manage their time. They are assessed on their skill in working in teams and creating products such as presentations, designs, plays, short stories, and prototypes. Students acquire not only subject-matter knowledge, but also the skills they need to thrive in college, career and life.
2. A culture that empowers students and teachers. Trust, respect, and responsibility are the hallmarks of our culture. At New Tech schools, students and teachers alike have exceptional ownership of school administration and the learning experience. Students have a level of responsibility similar to what they might experience in a professional work environment. Working on projects and in teams, students become accountable to their peers, taking individual responsibility to get work done. In this trusted, respectful environment, students decide how to allocate their time, team roles, and how to collaborate, and even have a voice in campus leadership and policy. Traditional management tools such as hall passes and class bells are a thing of the past. Teachers model a team-based collaborative approach. In addition to helping set school administration and policy, they have flexibility to customize classrooms and projects to meet the needs of their students.
3. Integrated use of technology. Smart use of technology supports our innovative approaches to instruction and culture. All classrooms have a one-to-one computing ratio. With access to Web-enabled computers, every student becomes a self-directed learner who no longer needs to rely primarily on teachers or textbooks for knowledge. A proprietary Web-based system — the PeBL™ Collaborative Learning Environment — unifies students’ learning experiences, enabling them to share projects online, collaborate, and create new knowledge. PeBL™ facilitates a process for teachers to transform themselves into project-based coaches. It provides a structure for teachers to confidently manage a new approach to learning, while benefiting from and contributing to a shared resource of best practices.

PeBL - Collaborative Learning Environment

FEATURES

Built for Project and Problem Based Learning Environments
Rubric Based Assessment Tools
Skills Based Grade Portal to Support Authentic Assessment
Home Access for Students and Parents
On-line Homework and Journal Submissions
On-line Discussion Groups to Facilitate Collaboration
Curriculum Organization
Curriculum Sharing
Internship Management
Parent Volunteer Management
Email Support
Personal Calendaring
Course Calendaring
School Calendaring

Links

Online Courses PeBL Video Library

RSD Contact Info

New Orleans Central Office
1641 Poland Avenue New Orleans, LA 70117
Phone: (504) 373-6200
Fax: (504) 309-3647
Toll Free: (877) 343-4773
Office Hours: Weekdays 8:00 a.m. - 4:30 p.m.

Superintendent: Paul G. Vallas
Spokeswoman: Siona LaFrance

The Recovery School District (RSD) is a special state school district administered by the Louisiana Department of Education. Created by legislation passed in 2003, the RSD is dedicated to turning underperforming schools into successful schools.
Currently, 70 RSD schools are open in New Orleans, including 33 traditional public schools and 37 public charter schools. The RSD also includes two charter schools in Caddo Parish, 11 charter schools in East Baton Rouge Parish and one charter school in Pointe Coupe Parish. In addition, 33 schools eligible for placement in the RSD are operating under MOUs. Louisiana Department of Education (LDE) that outlines necessary actions that must be implemented at a failing school in order for it to avoid placement in the Recovery School District (RSD) Total RSD Student Population in Orleans Parish : 27,021; 12,200 in direct-run schools;14,821 in charter schools
Schools are placed in the Recovery School District for a minimum of five years. This length of time will allow the schools to fully establish the instructional practices and expectations necessary for success prior to re-entry in to the local school board. National research shows that it takes about 5 years to turn around a failing school.
Charter schools are free, independent public schools that are operated under an initial 5-year charter granted by a local school board or by the Louisiana Board of Elementary and Secondary Education (BESE), subject to a third-year review. A charter school is required to meet student achievement and other results or have its charter revoked. Charter schools also are required to participate in the state’s accountability program, including high-stakes testing
Our Mission a. To provide the supports and interventions necessary to put academically struggling schools on a path toward success
Targets to Support the Mission
Increase school readiness and prepare children to enter school
Ensure high academic standards and achievement for all students
Create a system of autonomous schools that are held accountable
Actively engage families and the community as partners in raising student achievement
Develop and streamline business practices to ensure effectiveness and high standards
Provide safe, clean, modernized buildings and classrooms that are conducive to learning.