agenda - durham public schools€¦ · 05-01-2015 · agenda item: alternative school...

AGENDA Durham Public Schools Board of Education

Instructional Services Committee

January 5, 2015

Fuller Administration Building, 511 Cleveland Street, Durham, NC

1. Call to Order

2. Moment of Silence

3. Agenda Review and Approval

4. Public Comment

5. Instructional Services Committee Meeting Minutes

I. December 1, 2014

6. Reports

I. Alternative School Accountability Model

II. The Office of Early Education update

III. Summary of Follow Up Items

IV. Adjournment

Mission Statement

In collaboration with our community and parents, the mission of Durham Public Schools is to provide all students with an outstanding education that motivates them to

reach their full potential and enables them to discover their interests and talents, pursue their goals and dreams, and succeed in college, in the workforce and as engaged citizens.

Date: January 5, 2015

Durham Public Schools


PRECIS

Agenda Item: Instructional Services Committee Meeting Minutes

Staff Liaison Present: Stacey Wilson-Norman, Ed.D. Phone #: 560-3874

Main Points:

Administration is presenting meeting minutes for consideration and approval:

o December 1, 2014 – Instructional Services Committee

Fiscal Implications:

None

Strategic Plan Alignment:

None

Purpose

Information Discussion Action Consent

Reviewed by: Finance __________ Attorney __________

Minutes of the

Instructional Services Committee of the Board of Education


December 1, 2014

The Instructional Services Committee of the Durham Public Schools Board of Education held a

meeting on Monday, December 1, 2014 at 4:30 p.m. in the Board Room, Fuller Administration

Building - 511 Cleveland Street, Durham, NC.

Committee members present

Minnie Forte-Brown, Chairperson, Matt Sears, Co-Chairperson, Natalie Beyer, Heidi Carter,

Leigh Bordley, Sendolo Diaminah, and Mike Lee.

Administrators present

Dr. Bert L’Homme, Superintendent; Dr. Stacey Wilson-Norman, Deputy Superintendent for

Academic Services; Hugh Osteen, Deputy Superintendent of Operations; Dr. Julie Spencer,

Assistant Superintendent of Research and Accountability; Dr. Debbie Pitman, Assistant

Superintendent of Student, Family and Community Services; John McCain, Area

Superintendent, William Sudderth, Director of Public Information and Dr. Teresa Daye,

Curriculum, Instruction & Assessment Officer.

Attorney present

None

Call to Order/Moment of Silence

Chairperson Minnie Forte-Brown called the meeting to order at 4:32 p.m. and presided over a

moment of silence.

Agenda Review and Approval

Chairperson Minnie Forte-Brown made a motion to approve the agenda. The motion was

seconded and passed unanimously.

General Public Comment

None

Approval of Minutes The minutes were approved as written.

Reports

Data Driven Planning for School Improvement

Public Comment: None

Dr. Spencer provided highlights of the data sources used for school improvement: Teacher

Working Conditions Survey, Benchmark Surveys, School Climate Survey results and continuous

improvement planning resources. Dr. Spencer provided an overview of the data sets. Several

concerns were addressed regarding feedback to schools from the survey results, yearly

comparisons, the school’s vision, the percentage of schools showing a decline, building

representatives in schools for teachers to express concerns, and data for public viewing.

| Instructional Services Committee-December 1, 2014

For historical contexts, Ms. Bordley requested 5 to 7 years of comparisons for responses

regarding the survey item My school is the good place to work and learn.

Dr. Wilson-Norman pointed out that the data is returned to the schools and is used as part of the

School Improvement Plan. The data is also used to develop the principals’ professional

development goals, along with the teachers’. Standout schools are cited and the area

superintendents work closely with those schools. She also mentioned principals in their first

year might experience a decline in their survey. Dr. Wilson-Norman further emphasized that

each principal received a comprehensive data report in June, and it was reviewed at the

leadership retreat, which was never done before. Dr. L’Homme shared plans to follow up with

teachers regarding some of the data points.

Dr. Spencer reported that Student Climate Surveys is in its third year and is given annually to 5th

,

7th

, and 11th

graders. The student friendly survey is located on the DPS website. The data

revealed that students were extremely candid with providing opinions regarding school climate.

Students are assured concerns will be addressed. It was noted that some of the questions were

confusing. Dr. Cooper reported that modifications to the survey will be considered. A request

was made to have three cycle of “apples to apples” comparison data prior to the update. Data for

2014-2015 school year survey from November is forthcoming.

The Board had a full discussion about this report. The agenda item was presented for

information.

School Improvement Plans

Public Comment: None

Dr. Stacey Wilson-Norman presented an overview on the School Improvement Planning process

for information and subsequent Board approval. Dr. Wilson-Norman described the four phases

of the school improvement planning process. The process begins by conducting comprehensive

needs assessments which serve as the driving force to develop the blueprint for improvement

goals. Schools are asked to use their demographic, perception, achievement and school process

data.

The district has developed a structured School Improvement Plan Handbook for all schools,

chairs and principals to use to exercise best practices and expectations for developing an elected

school improvement team. The team should consist of school administrators, classroom teachers,

instructional support staff, teacher assistants, clerical and non-district employed parents. The

plans are due, normally, at the end of September.

Title I schools have 10 required components, and the plans and budgets must align to the

requirements. Additionally, plans must contain a transition plan to assist families and students

with transitions. Continuous improvement will include training for elected school improvement

teams to help support consistency, formalize monitoring structures, quarterly checkpoints, and

continuous development for teams.

The upcoming plan is to be able to utilize AdvancEd (DPS is currently paying for the service) or

Indistar, which will support electronic usage.

| Instructional Services Committee-December 1, 2014

Several board members will meet with Dr. Wilson-Norman and the Area Superintendents to

review the School Improvement Plans. The Plans will also be placed on the website for public

viewing.

The Board had a full discussion. This agenda item was moved and properly seconded to action

on the agenda for December Board meeting and passed unanimously.

Summary of Follow-up Items

School by School summary data

Longitudinal TWC survey for 3 years

Overall school data questions by school

Five important questions to review as a group

There being no further business, Minnie Forte-Brown adjourned the meeting at 6:57 P.M.

Date: January 5, 2015



PRECIS

Agenda Item: Alternative School Accountability Model

Staff Liaison Present: Dr. Julie D. Spencer Phone #: (919) 560-2027

Deshawna Gooch

Main Points:

The State Board of Education approved a new policy that provides local education agencies with

four accountability model options for alternative schools.

DPS administration recommends the Progress Model be used for alternative schools (Lakeview

School, Performance Learning Center, and WG Pearson School, if applicable) for 2014-2015 and

2015-2016.

The Progress Model includes the following components: School Persistence, Student

Achievement, and Growth with a change rating rather than a letter grade.


Purpose


Reviewed by: Finance __________ Attorney:

Alternative School Accountability Model

12/19/2014 1

Instructional Services Committee Meeting January 5, 2014

DeShawna Gooch Director of State Assessments

Research & Accountability

Dr. Julie D. Spencer, Ed. D. Assistant Superintendent for Research & Accountability

Objective

• To identify and approve how DPS will participate in the Alternative Schools’ Accountability Model for Lakeview School, Performance Learning Center, and WG Pearson School (if applicable) for the 2014-2015 and 2015-2016 school years

Background • The READY accountability model for NC public schools

provides special provisions for alternative schools. • The previous accountability model allowed alternative

schools with the option of utilizing local/school goals for the accountability model.

• The new accountability model for alternative schools provides school districts with four options.

• The model applies to all DPS alternative schools – Lakeview School, Performance Learning Center, and WG Pearson School, if applicable.

3

Model Options Option 1

– Accountability Model is consistent with all other NC public schools

– School Performance Grade Given (A-F) Option 2

– All data/results are returned to the students’ home school

– No designation given Option 3

– Alternative Progress Model (outlined on next slide) – School designated as Progressing, Maintaining, or

Declining Option 3

– Customized Model

4

DPS Recommendation: Option 3: Alternative Progress Model • Student Persistence (20%)

‒ Percent of students who remain enrolled in any NC public school through the end of the school year

• Student Achievement (20%) ‒ Percent of students proficient on READY indicators based on 3-year

average

• Growth (60%) ‒ EVAAS will develop an alternative growth model

**All schools will receive a designation – Progressing, Maintaining, or Declining. 5

Alternative Progress Model: Designation

Designation Change from Previous Year

Progressing A change in the school by at least +3 points

Maintaining A change in the school by -2.9 to +2.9 points

Declining A change in the school by at least -3 points

Alternative Progress Model: Score Calculations

BASELINE

7

CHANGE

DESIGNATION

Questions

8

Date: _January 5, 2015______



PRECIS

Agenda Item: The Office of Early Education Update

Staff Liaison Present: Teresa Daye Ed.D, Phone #: 919-560-9181

Suzanne Cotterman Phone #: 919-487-2189

Main Points:

The administration will provide an overview of programmatic updates including the

reorganizational structure, preschool expansion progress, program strengths and

opportunities, and supporting data.


This program is supported by State, Federal and Local funds.

Purpose


Reviewed by: Finance ___ Attorney ___

The Office of Early Education “Building Durham’s Future”

Teresa Daye, Ed.D. Curriculum, Instruction & Assessment Officer

Suzanne Cotterman Director of Early Education

Preschool Programs

• Prepare children for success

• Introduce families to the school system

• Provide commitment to high quality through: – Small class size and low teacher/child ratios

– Highly qualified teachers and teacher assistants

– Comprehensive curricula

– Early intervention

2

School Readiness Preschool Standards: Foundations

(Updated in 2014 by NC Department of Public Instruction)

These address school readiness in the following areas:

• Language development and communication

• Approaches to learning

• Cognitive development

• Emotional and social development

• Health and physical development

3

Data Collection

• Teaching Strategies Gold Online

• Comprehensive Exceptional Children’s Accountability System (CECAS)

• NC Pre-K attendance data

• Title I

Students are accepted in DPS by the Total Criteria Points, 0-20, with a score of 20 points indicating the greatest need.

• Developmental Screening Score: Dial 3 (concepts, motor, language)

• Parent Questionnaire: Self-Help & Social

• Screener behavior observation

• Income requirements for NC Pre-K

Preschool Criteria

Preschool Applicants

Spring 2013: 1175 applicants

Waiting List: 711

Screened: 837


Waiting List: 685

Screened: 565


Waiting list: 650

Screened: 423

Inclusive Models

• Title I/EC/NC Pre-K 11

• Title I/EC 11

• All licensed classrooms are

5-star!!!

Separate Models

• EC Developmental Delay 11 • EC Hearing Impaired (1/2 day) 1 • EC Autistic 5 • EC Multiple Disabilities 1

** Language Group 5x per week for 2 hours ** Montessori Application Slots 80

Total Classrooms: 40 (not including language group) Total Schools: 18

Classrooms

Montessori Preschool Programs

• Morehead and George Watts

• 5 Teachers and 5 teaching assistants

• Cost: $489,108

• 80 application slots

Classrooms

21 Title I classrooms (22 with new class at YE Smith)

• Licensed 5 star classes for NC Pre-k: Burton, Eastway (2), Hillandale, Lakewood, Oak Grove, Sandy Ridge, Spring Valley, CC Spaulding (2)

• Possibly 12 classrooms (10 sites) for new licensing [Holt, Eno Valley (2), Southwest, RN Harris, W.G. Pearson, Pearsontown, Little River, Fayetteville, Oak Grove, YE Smith (2)]

18 Exceptional Children (EC) separate classrooms (19 with EK Powe)

Language group at CC Spaulding (5 days per week)

Have absorbed YE Smith

Moves and Additions

Moved Title I at Burton to Pearsontown Moved Title I at Merrick-Moore to Little River Added new EC classroom at Pearsontown Adding new classroom at EK Powe in January Adding new classroom at YE Smith in January

When adding a classroom OEE supplies: Funding for teacher and teacher assistants Classroom furniture, licensing supplies and facility needs, and instructional

materials Technology for teacher and/or students use Miscellaneous items such as phones, printers, copy paper, software, trash cans Classroom support for teacher/coaching

• Itinerant Teachers 3

• PAT Teachers 2

• Child Care Centers

• Head Start

• Private Child Care

EC Terms

• PAT- preschool assessment team

• SLP- speech and language pathologist

• LEA- Local Education Agency

• OT- occupational therapist

• PT-physical therapist

• HI/VI- hearing/vision impaired

Itinerant EC Services

Speech Screening Clinic - SLP

Two Assessment Teams

• LEA

• EC Teacher

• Regular Education Teacher

• Psychologist

• Related Services (OT, PT, SLP, nursing services)

• HI or VI as needed

Speech Primary Team

• SLP/Special Ed Teacher

• LEA/General Ed Teacher

• Parent

Assessment

Enrollment

89 NC Pre-K allotments

315 Title I slots (without EC)

*adding 13 slots at YE Smith for total of 328

Head Count Trend Data

• December 2011: 118 April 2012: 155

• December 2012: 199 April 2013: 244

• December 2013: 379 April 2014: 466

• December 2014: 390 April 2015: ??

Children Currently Served by Disability as of 12/15/14

Autism 94

Developmental Delay 185

Hearing Impaired 11

Multiple Disabilities 9

Other Health Impairment 3

Speech Language Impairment 80

Visual Impairment 2

Traumatic Brain Injury 6

Assessment Team Evaluations

Year 09-10 10-11 11-12 12-13 13-14

Comprehensive

Evaluations 132 240 270 339 357

Total

Notifications

N/A 475 685 753 755

Updated - Preschool Expansion by School Year (Strategic Plan Goal 1.5.2)

18

School Changes Funding Source

Phase One (2010-11) Oak Grove Elementary Total Add

Added one class (Autistic) One (1) Class

Exceptional Children

Phase Two (2011-12) Spaulding Elementary Burton Elementary YE Smith Elementary Oak Grove Elementary Total Add

Added three classes (2 Title I, 1 EC) Added one class (October 2011) Added one class (October 2011) Added two classes (January 2012) Seven (7) Classes

Title I/NC Pre-K, EC Title I/NC Pre-K Title I Local Funding

Phase Three (2012-13) Sandy Ridge Elementary Eno Valley Elementary WG Pearson Elementary Little River Elementary Total Add

Added one class (August 2012) Added two classes (August 2012) Added two classes (August 2012) Added one Class (April 2013)/(Autistic) Six (6) Classes

Exceptional Children Local Funding Local Funding Exceptional Children

Updated- Preschool Expansion by School Year

19

School Potential Changes Funding Source

Phase Four Options (2013-2014) Little River Elementary RN Harris Elementary Fayetteville Street Elementary Oak Grove Elementary

Total Add Phase Five (2014-2015) YE Smith Elementary EK Powe

Total Add

Add two new classes Add one new classes Add two new classes Add one new class

Six (6) Classes Add one new class Add one new class Two (2) Classes

NC Pre-K, EC Title I, EC Title I/NC Pre-K, EC Title I/NC Pre-K, EC Title I/NC Pre-K, EC Exceptional Children

Office of Early Education Implementation

• Department reorganization • Development of mission and work plan • Community collaboration • Professional development • Strengths • Budget:

– Title I - $1.9 M – NC Pre-K - $577,249 – Local Funds - $434,555 – EC Funds – $1.9M

“Cracks in our Foundation” Identified by Principals

• Revisit ADM dollars for preschool

• Allocations (related services, special areas) do not include preschool classrooms

• Increased classroom support for teachers

• Additional training on preschool standards

Program Challenges

• Assessment teams: LEAs, summer assessments, space issues

• Universal screening: availability of space, staff to screen

• Interpreters

• Licensing: physical structure, moving classrooms, playgrounds

• EC growth outpacing resources: related services, availability of classrooms, finding qualified teachers

• Will be research-based

• Will be formative in nature – designed to inform learning and drive daily instruction

• Will help teachers understand the progression of learning in five areas of development

• Approaches to learning (problem solving, perseverance and curiosity)

• Cognitive

• Social and emotional

• Health and physical

• Language development and Communication

• Will provide teachers a way to gather and analyze evidence on the learning

progression in relation to instructional goals

Kindergarten Educational Assessment

Kindergarten Educational Assessment

• Multiple ways for children to demonstrate understanding

• Used by teachers and students as evidence to guide learning and teaching

• Begin K-3 formative assessment process at kindergarten entry

• First administration of the broader K-3 formative assessment process

• Occur within the first sixty days of enrollment

• Use kindergarten data gathered at entry to generate a Child Profile

• Enter data into the state’s longitudinal data system

Discussion/Questions

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