Turning Around Lowest-Achieving Schools (TALAS) Dr. Pat Ashley, Director District and School Transformation Division pat.ashley@dpi.nc.gov North Carolina Department of Public Instruction Alessandro Montanari, RttT Project Coordinator District and School Transformation Division alessandro.montanari@dpi.nc.gov North Carolina Department of Public Instruction October 17, 2012

Remodeling NC Public Education Race to the Top will take us from blueprints to results.

How did we get here? 1996-97 2007 2008 2010-14 Race to the Top “Funding to help us move our State education agenda further…faster” State Board’s “Framework for Change” ABCs ACRE New Teaching Standards New Educator Evaluation Instrument District and School Transformation (DST)

The central focus of READY is improving student learning ... by enabling and ensuring great teaching.

PROJECT MAP Strong Leaders A Fair Evaluation System New Standard Course of Study Balanced Assessment System New Accountability Model Strong Leaders A Fair Evaluation System Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice

Goal for Today New principals and assistant principals develop a deeper understanding of how statewide initiatives under Race to the Top (RttT) relate to their responsibilities for turning around a school that has been identified as low achieving under the RttT grant.

PROJECT MAP Strong Leaders A Fair Evaluation System New Standard Course of Study Balanced Assessment System New Accountability Model Strong Leaders A Fair Evaluation System Support in Low-Achieving LEAs and Schools Improved Supply of Teachers Tools and Training to Improve Practice Morning Session Afternoon Session

Morning Session Strong Leaders Leadership Academies A Fair Evaluation System Tools and Training to Improve Practice Improved Supply of Teachers Strategic Staffing Recruitment Incentive High Growth Incentive NC Teacher Support Program NC Teacher Corps Support in Low-Achieving LEAs and Schools USED Reform Models District Non-negotiables Professional Development for School Leaders Coaching

Where does your school fit?

How do the bottom 5% of NC schools compare to the top 5% of NC schools? Table 26: Core Demographic Data Comparisons (NC Race to the Top Application) % Minority Students % Economically Disadvantaged Students % Students With Disabilities % Limited English Proficient Students Bottom 5% 85% 89% 15% 5% Top 5% 25% 21% 9% 3%

Goal of Race to the Top: No School in North Carolina Below 60% Lowest 5% of schools (111) Schools with 4-yr grad rate below 60% (2 of last 3 years) (9 schools) Districts with aggregate performance below 65% (12 districts and 180 schools)

Longitudinal Performance Composite Data for the 118 Schools Identified Under Race to the Top Percent Proficient 0-29 30-39 40-49 50-59 60-69 70-79 80-89 90+ 2009-10 (118 Schools) 2 6 49 54 4 1 * Ten schools closed during the 2011-12 school year. They used school closure as their transformation strategy. West Charlotte did not test at least 95% of its students and does not have a reported Performance Composite for 2011-12. ** E E Waddell and West Mecklenburg High did not test at least 95% of their respective students and do no have reported Performance Composite for 2010-11.

Reducing the Variation in Quality of Education 18.2% 60% 100% New baseline

Map of RttT Service

WHICH REFORM MODEL IS YOUR SCHOOL IMPLEMENTING?

Non-Negotiables for Reform District must strategically support reform Effective principal must be in place (or be capable of developing) District and school must select USED reform model How the school supports student learning has to improve dramatically and impact all Teacher effectiveness has to improve both universally and significantly

NC RttT Change Strategy Comprehensive Needs Assessment Turnaround 13 Transformation 93 Restart 1 Closure 11 District Coaching Leadership Coaching Instructional Coaching

What Questions Should I Be Asking? How is the school doing at the midpoint? Above 60%? Between 50-60% and moving at what rate? Still below 50% proficient? Reviewing Comprehensive Needs Assessment (CNA): Has anything changed? What has worked? What is missing? The Framework for Action and the USED model are useful tools for a mental review. What are my skills? What help do I need to be an effective principal for a turnaround school? Are you a beginning principal or assistant principal? Are you an experienced turnaround principal? What are the next things I need to accomplish? 30, 60, 90 day plan What is my district support? Are there conversations I should be having with the superintendent? What is my state support? Do I know all the pieces and how to use them?

Longitudinal Performance Composite Data for the 118 Schools Identified Under Race to the Top Percent Proficient 0-29 30-39 40-49 50-59 60-69 70-79 80-89 90+ 2011-12 (107 Schools)* 1 3 12 52 30 7 2010-11 (116 Schools)** 9 23 64 15 2 2009-10 (118 Schools) 6 49 54 4 * Ten schools closed during the 2011-12 school year. They used school closure as their transformation strategy. West Charlotte did not test at least 95% of its students and does not have a reported Performance Composite for 2011-12. ** E E Waddell and West Mecklenburg High did not test at least 95% of their respective students and do no have reported Performance Composite for 2010-11.

Longitudinal Data for the Graduation Rate Schools Identified Under Race to the Top 0-29 30-39 40-49 50-59 60-69 70-79 80-89 90+ 2011-12 (7 Schools)* 2 3 2010-11 (9 Schools) 1 4 2009-10 8 * Atkins Computer Tech and E E Waddell closed. Percent Proficient 0-29 30-39 40-49 50-59 60-69 70-79 80-89 90+ 2011-12 (6 Schools)** 1 3 2010-11 (7 Schools)*** 2 2009-10 (9 Schools) 4 ** E E Waddell and Atkins Computer Tech closed. West Charlotte did not test at least 95% of its students and does not have a reported Performance Composite for 2011-12. *** E E Waddell and West Mecklenburg did not test at least 95% of their respective students and do no have reported Performance Composite for 2010-11.

Transformation – 95 Schools Teachers and Leaders (1-4) Replace principal (1) Implement new evaluation system that uses student growth (2) Identify and reward staff who are increasing student outcomes; support and then remove those who are not (3) Implement strategies to recruit, place, and retain staff (4) Instructional and Support Strategies (5-7) Select and implement an instructional model based on student needs (5) Provide job-embedded professional development designed to build capacity and support staff (6) Ensure continuous use of data to inform and differentiate instruction (7) Time and Support (8-10) Provide increased learning time (8) Provide ongoing mechanism for community and family engagement (9) Partner to provide social-emotional and community-oriented services and supports (10) Governance (11-12) Provide sufficient operating flexibility to implement reform (11) Ensure ongoing technical assistance (12)

Framework for Action Develop goals and priorities with an effective plan for implementation Use data to drive decisions Recruit, train, and retain high quality staff Implement quality Professional Learning Communities (PLC) Implement strategies for ensuring ALL students are learning Implement a strategic literacy plan Maintain student engagement and plan transitions to ensure on-time graduates Re-evaluate practices and procedures’ impact on learning Engage the community in partnerships to support high quality education for ALL students

Additional RttT Supports Targeted to Low-Achieving Schools Development of three regional leadership academies Support in developing a business plan for recruiting and retaining effective teachers Funding for recruitment incentive Student loans Additional education Housing Funding incentives for high student growth NC Teacher Support Program - New teacher mentoring

Regional Leadership Academies Goal: In collaboration with IHEs and LEAs use case studies in effective leadership and intensive administrative internships to train new principals to lead turnaround efforts in low-achieving schools. Implementation: Three regional leadership academies have been created: Northeast Leadership Academy (NCSU), Piedmont-Triad Leadership Academy (UNC-G). and the Sandhills Leadership Academy (SREC). The NELA is a two year program in the third year of operation. The SLA and PTLA are one year programs in the second year of operation.

Regional Leadership Academies Leadership Academy Cohort 1 Participants Completed Program Percentage Employed as Leaders Cohort 2 Participants Cohort 3 Participants Northeast 24 21 76% Sandhills 20 100% Piedmont Triad 95% 23 100% of SLA graduates are employed (4 principals, 15 assistant principals and 1 K-3 curriculum director)

Regional Leadership Academy Employment Sites RLA graduates were employed in Guilford, Winston-Salem/Forsyth, Alamance-Burlington, Northampton, Halifax, Warren, Roanoke Rapids, Bertie, Hertford, Franklin, Moore, Anson, Columbus, Whiteville City, Cumberland, Harnett, Hoke, Scotland, and Lee school districts.

Strategic Staffing Goal: Develop a recruitment and retention plan for the 12 lowest- achieving school districts in NC. Conduct regional marketing workshops for all 38 districts that contain TALAS schools. Implementation: Marstrats, a marketing and consulting firm, have conducted on-site meetings with superintendents, HR directors, principals, and local business leaders to collect data for the LEA recruitment and retention plans. They also have developed a unique community profile for each LEA (GeoAnalytics).

Strategic Staffing Key areas addressed in LEA strategic staffing and retention plans: Marketing Recruitment Materials Job Fairs Alumni Relations IHE Collaboration Teacher Appreciation Social Media Use

High Growth & Recruitment Incentives Goal: Provide incentives for educators at TALAS schools Implementation: Three regional leadership academies have been created: Northeast Leadership Academy (NCSU), Piedmont-Triad Leadership Academy (UNC-G). and the Sandhills Leadership Academy (SREC). The NELA is a two year program in the third year of operation. The SLA and PTLA are one year programs in the second year of operation.

Two Types of Incentives Recruitment Incentive Offer incentive to teachers to teach at low-achieving schools in Hertford, Lenoir, Edgecombe, Halifax, Weldon City, Vance, Hoke, Thomasville City, Anson, and Rowan-Salisbury. Incoming teacher must have a Standard Professional II License. ($5,360) High Growth Incentive Certified personnel at TALAS schools that meet High Growth get a $1,500 bonus. Starting in 2012-2013 teachers at High Growth schools have the opportunity to obtain $2,000 instead.

New Teacher Support Program Goal: Provide intensive support to new teachers in the State’s low-achieving schools through professional development and instructional coaching. Implementation: The program began in four regions during the 2011-2012 academic year and expanded to serve all eight regions in the 2012 – 2013 year. Participating teachers attend a week-long “boot camp” that focuses on classroom management, goal-setting, building community relationships, and long-term, unit and daily lesson planning. Emphasis is placed on meeting the instructional needs of all students. Teachers receive on-site and virtual support from instructional coaches during the school year.

New Teacher Support Program 2011-12 Services Provided 2011-12 Participants Number of participating LEAs in 2011-12 5 Number of participating schools in 2011-12 12 Number of participating new teachers in 2011-12 33 Number of new teachers who attended the 2011 NTSP Summer Institute Number of new teachers who received instructional coaching services during the 2011-12 school year 30 2012-13 Services Provided 2012-13 Participants Number of participating LEAs in 2012-13 18 Number of participating schools in 2012-13 64 Number of participating new teachers in 2012-13 339 Number of new teachers who attended the 2012 NTSP Summer Institute 145 Number of new teachers who will receive instructional coaching services during the 2012-13 school year

Teach For America Expansion Goal: Increase student achievement by reducing teacher shortages in northeastern NC by expanding the number of TFA Corps members employed. Implementation: Research has shown TFA’s preparation model to be an effective alternative teacher preparation method. Race to the Top provides funding for Teach For America to bring over 200 additional corps members to northeastern NC.

Teach for America Expansion Incoming TFA Corps Year Teacher Commitment Contractual Goal of Additional TFA Teachers Employed 2011 Recruited in 2010-11; teaching in 2011-2013 100 2012 Recruited in 2011-12; teaching in 2012-2014 125 2013 Currently recruiting; will teach in 2013-2015

NC Teacher Corps (NCTC) Goal: Provide trained teachers to serve in high-needs subject areas and grades in low-achieving LEAs not served by TFA Implementation: NCTC staff spent Year One: Developing training and coaching program Developing licensure pathways Partnering with LEAs and IHEs. Recruiting members Providing intensive professional development

North Carolina Teacher Corps Employment Sites 2 5 3 1 22/30 2012 NCTC Corps members are already employed in the following counties: Winston-Salem/Forsyth (3), Durham (1), Wilson (3), Gaston (2), Union (5), Cumberland (3), Robeson (2), Duplin (1), and Pitt (2).