1. MISSION POSSIBLE EXPANSION PROJECT MPIII District Launch January 7, 2011

2. Desired Outcomes  Understand the Purpose of Mission Possible and Dispel Misconceptions  Understand the Teacher Incentive Fund Grant  Justification for the Pay for Performance Model Chosen  Logistics  Discuss Alignment of GCS Departments  Identify Next Steps

3. Anticipation-Reaction Guide Mission Possible Expansion Program

4. Program Overview- History YearProgramNumber of Schools 2005Mission Possible20 2006Cumulative Effect2 2006Teacher Incentive Fund I8 2010Teacher Incentive Fund III20

5. EQ: What are the factors that should be considered when designing an effective pay-for-performance program? Designing a Pay-For-Performance Model

6. Carousel Brainstorming the Tough Design Questions  Who should be incented?  What should be incented?  Where should incentives come from?  Why should incentives be offered?  When should incentives be offered?  How should incentives be offered?

8. Who?  All teachers?  All employees?  Teachers of tested subjects?  Teachers of hard-to-staff subjects?  Administrators?  Teams?  Grade Levels?

9. What? AYP? Attendance? Contract signing? Contract renewal? Test scores? Achievement or growth? Professional Development attendance? Degree attainment? Years of experience?

10. Where?  Redirect from current salary schedule?  Title I funds?  Title II funds?  IDEA?  Grants?  Philanthropic?

11. Why?  To increase student achievement?  To recruit effective teachers?  To retain effective teachers?  To improve working conditions and morale?  To incent professional growth?

12. When?  After completion of workshops?  Upon hire as a spot bonus?  Monthly as a part of the regular paycheck?  Upon receipt of test scores?  End of the year in one lump sum?

13. How?  Monetary?  Release time?  Smaller class sizes?  Preferred staffing?  Professional growth opportunities?  Provision of additional equipment/supplies?

14. The Final Answer It Depends!

15. Program Overview- Purpose Recruit, retain and reward effective teachers in hard to staff schools for the purpose of increasing student achievement.

16. Teacher Incentive Fund III (TIF III)  2010 funding for new TIF grants: $437,000,000  Range of awards: $5,000,000-$10,000,000  Average size of awards: $7,500,000  TIF Evaluation awards: $1,000,000-$2,000,000  Number of awards: 40-80  Project period: 60 months  Final application deadline: July 6, 2010  Award date: September 30, 2010

17. Program Overview- School Selection  Low percentages of teachers with high VAD  High teacher turnover  High percentage of students living in poverty

18. TIF III Recommended Schools 1. Allen Jay Elementary 2. Archer Elementary 3. Bluford Elementary 4. Brightwood Elementary 5. Frazier Elementary 6. Hunter Elementary 7. McLeansville Elementary 8. Montlieu Elementary 9. Murphy Traditional Academy 10. Peck Elementary 11. Rankin Elementary 12. Sedgefield Elementary 13. Sumner Elementary 14. Vandalia Elementary 1.Eastern Middle School 2.Guilford Middle School 3.Jamestown Middle School 4.Kiser Middle School 5.Northeast Middle School 6.Southern Middle School

19. Program Overview- Funding Sources Program2005200620072008200920102011201220132014 Mission Possible20 30 Cumulative Effect22222 Teacher Incentive Fund I 88888 Teacher Incentive Fund III 20 LocalFoundationFederal

20. TIF III National Research Questions  What is the effect on student achievement of a performance based bonus compared to an across the board 1% annual bonus?  Are there differences in the composition and effectiveness of teachers and principals between these two types of bonuses?  Are there any differential effects on recruitment and retention of teachers and principals?

21. Government Performance and Results Act (GPRA Goals) 1. Changes in LEA personnel deployment practices, as measured by changes over time in the percentage of teachers and principals in high-need schools who have a record of effectiveness 2. Changes in teacher and principal compensation systems in participating LEAs, as measured by the percentage of and LEAs personnel budget that is used for performance-related payments to effective (as measured by student achievement gains) teachers and principals

22. Program Activities  Recruitment spot bonuses  Hard to staff incentives  Professional Development  Teacher Leadership Incentives  Individual performance incentives  School-wide performance incentives

23. Mission Possible Expansion Logic Model GOALOBJECTIVESACTIVITIES By 2015, all Mission Possible Expansion faculty will be effective as measured by the NC Evaluation Process and an increasing percentage of faculty will receive performance incentives based upon student achievement gains over the course of the grant. 1.RECRUIT highly effective educators to work in Mission Possible Expansion Schools 1a. Provide a one-time spot bonus to teachers with Level 4 or 5 Value Added Data who agree to teach in a Mission Possible Expansion School for a minimum of two years 1b. Provide an annually recurring placement incentives to faculty who work in pre-defined hard-to-staff positions in Mission Possible Expansion Schools

24. Recruitment Incentives (All Schools) IncentivePrincipals Secondary Math EC: OCS & Adaptive; MS Science 3-5 Classroom; 6-8 ELA High VAD Spot Bonus (one time only) $5,000 Hard-to-Staff Incentive (annually recurring) $5,000 $2,500

25. Mission Possible Expansion Logic Model GOALOBJECTIVESACTIVITIES By 2015, all Mission Possible Expansion faculty will be effective as measured by the NC Evaluation Process and an increasing percentage of faculty will receive performance incentives based upon student achievement gains over the course of the grant. 2.RETAIN highly effective educators in Mission Possible Expansion Schools 2a. Increase the capacity of Mission Possible Expansion School faculty to be successful in achieving student academic growth through the provision of school-wide and individually need-targeted professional development 2b. Provide incentives to highly effective faculty who take on additional instructional leadership roles and responsibilities

26. Professional Development (All Schools)  Schoolwide (aligned to measures of effectiveness)  NC Professional Teaching Standards  EVAAS & Value Added Data  Need-targeted (aligned to teaching standards)  Leadership  Diversity  Content  Facilitating Learning  Reflective Practice

27. Mission Possible Expansion Logic Model GOALOBJECTIVESACTIVITIES By 2015, all Mission Possible Expansion faculty will be effective as measured by the NC Evaluation Process and an increasing percentage of faculty will receive performance incentives based upon student achievement gains over the course of the grant. 2.RETAIN highly effective educators in Mission Possible Expansion Schools 2a. Increase the capacity of Mission Possible Expansion School faculty to be successful in achieving student academic growth through the provision of school-wide and individually need-targeted professional development 2b. Provide incentives to highly effective faculty who take on additional instructional leadership roles and responsibilities

28. Leadership Incentives (All Schools) Leadership RoleIncentive Teacher Leader (6 per school) -Provide teacher training in EVAAS/VAD, NC Professional Teaching Standards -Coach teachers in application of training -Aid in EVAAS/VAD analysis on the school level -Aid in prescribing need-targeted professional development -Host peer observations -Participate in feedback sessions based upon observations -Facilitate reciprocal observations $2,000 + annual Teacher Leadership retreat Mentor Teacher (unlimited per school) -Complete mentor training -Serve as a mentor to two or more beginning teachers -Complete all required mentor logs and paperwork $500

29. National Research Design Program ComponentIncentive SchoolsBonus Schools Recruitment Incentives Leadership Incentives Professional Development MPIII Program Specialists Performance Incentives Annual Bonus (1%)

30. Mission Possible Expansion Logic Model GOALOBJECTIVESACTIVITIES By 2015, all Mission Possible Expansion faculty will be effective as measured by the NC Evaluation Process and an increasing percentage of faculty will receive performance incentives based upon student achievement gains over the course of the grant. 3.REWARD educators who are highly effective in Mission Possible Expansion Schools 3a. Provide faculty incentives based upon individual teacher Value Added Data results (Incentive Schools Only) 3b. Provide employee incentives based upon school-wide student achievement gains as measured by the North Carolina’s ABC Model (Incentive Schools Only)

31. Incentive Schools IncentivePrincipals Secondary Math EC: OCS & Adaptive; MS Science Grade 5 Classroom; 6-8 ELA All other licensed faculty All classified staff Individual Performance Incentives Level 4 VAD$4,000$2,000 Level 5 VAD$12,000$6,000 School-wide ABC Performance Incentives Expected Growth $5,000$1,000 $500 High Growth$15,000$1,500 $750

32. Bonus Schools ALL staff (certified & classified) receive a guaranteed one-time bonus equal to 1% of their total annual salary. For example: A teacher making $42,000 annually will receive a 1% bonus of $420.

33. Evaluation Responsibilities  All teachers and principals must be evaluated two times per school year by a trained observer with all data (e.g., observation and artifacts) being uploaded to McREL.  Teachers “off-cycle” may be evaluated through peer observations.  Training will be provided by the Mission Possible office.

34. Principal’s Toolkit Includes:  Letter to parents  E-mail to staff  FAQs  Talking Points  District Launch PowerPoint Sherry Wyche Program Administrator wyches@gcsnc.com

35. Alignment of Services

36. We’ve All Got a Piece of the Pie Improving Academic Achievement Mission Possible III Curriculum & Instruction Lateral Entry Professional Development Formative Assessment Federal and Special Programs Principals Induction & Success Regional Executives

37. Government Performance and Results Act (GPRA Goals) 1. Changes in LEA personnel deployment practices, as measured by changes over time in the percentage of teachers and principals in high-need schools who have a record of effectiveness 2. Changes in teacher and principal compensation systems in participating LEAs, as measured by the percentage of and LEAs personnel budget that is used for performance-related payments to effective (as measured by student achievement gains) teachers and principals

38. Mission Possible Program Specialists  Help teachers interpret and apply their VAD and benchmark data  Identify and grow teacher leaders  Assist principals in recruiting, recommending and retaining highly effective teachers  Develop and deliver need- based PD on NCPTS  Write or review benchmarks ………………  Train mentors ….……………  Hire or fire …………………………… ………………………..… ………..  Provide district-wide PD What we do: What we don’t do:

39. Mission Possible Program Specialists  Use our team of MPIII experts to create differentiated plans of support for individual teachers  Work with administrators to influence school climate/culture  Conduct peer-observations and provide feedback  Collaborate with other GCS departments to ensure alignment of services  Provide content-focused, universal support …….……………………… …  Dictate ……………………………….  Evaluate teachers ………………………………  Replace the services of any department What we do: What we don’t do:

40. Alignment of Services  On each of your T-Charts, list what you believe each department does and does not do as it relates to services they provide to schools.  Be prepared to share out with the entire group.

41. Advisory Committee WHO? Members from various departments across the district WHY? To ensure alignment between the Mission Possible program and other GCS departments WHEN? Quarterly