1. Turning Around Lowest-Achieving Schools (TALAS)
Dr. Pat Ashley, Director District and School Transformation Division North Carolina Department of Public Instruction Alessandro Montanari, RttT Project Coordinator District and School Transformation Division North Carolina Department of Public Instruction October 17, 2012

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

3. 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)

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

5. 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

6. 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.

7. 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

8. 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

9. Where does your school fit?

10. 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%

11. 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)

12. 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+
(118 Schools) 2 6 49 54 4 1
* Ten schools closed during the 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
** 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

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

14. Map of RttT Service

15. WHICH REFORM MODEL IS YOUR SCHOOL IMPLEMENTING?

16. 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

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

18. 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?

19. 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+
(107 Schools)* 1 3 12 52 30 7
(116 Schools)** 9 23 64 15 2
(118 Schools) 6 49 54 4
* Ten schools closed during the 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
** 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

20. 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+
(7 Schools)* 2 3
(9 Schools) 1 4 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+
(6 Schools)** 1 3
(7 Schools)*** 2
(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
*** E E Waddell and West Mecklenburg did not test at least 95% of their respective students and do no have reported Performance Composite for

21. 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)

22. 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

23. 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

24. 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.

25. 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)

26. 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.

27. 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).

28. 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

29. 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.

30. 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 teachers at High Growth schools have the opportunity to obtain $2,000 instead.

31. 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 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.

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

33. 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.

34. Teach for America Expansion
Incoming TFA Corps Year
Teacher Commitment
Contractual Goal
of Additional TFA Teachers Employed
2011
Recruited in ; teaching in
100
2012
Recruited in ; teaching in
125
2013
Currently recruiting; will teach in

35. 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

36. North Carolina Teacher Corps Employment Sites2 5 3 1
22/ 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).