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“Lighting the Path to Student Success”

Dr. Chris Vecchione

Mr. Alessandro Montanari

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Dr. Chris Vecchione (Piedmont-Triad, Northwest, Southwest, Western & Halifax County)

Alessandro Montanari (North Central, Northeast, Sandhills, & Southeast)

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Our NCStar Weebly

www.ncstar.weebly.com

Data Generated 2/17/2014 NCDPI/ASIS/DST/EKB 3

Northeast Regional Training

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Southeast Regional Training

North Central Regional Training

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Sandhills Regional Training

Piedmond-Triad Regional Training

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Southwest Regional Training

Northwest Regional Training

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Western Regional Training

From USEDFlexibility Guidance:

Priority FocusLow

Performing From USEDFlexibility Guidance:

From NC State Legislation G.S. 115C-105.37 :

A “focus school” is a Title I school in the State that, based on the most recent data available, is contributing to the achievement gap in the State.

(Gap between White / SWD, White / ELL)

A “priority school”is a Title I or Title I-eligible school that, based on the most recent data available, has been identified as among the lowest-performing schools in the State.

(lowest 5%)

(a) Identification of Low-Performing Schools. The State Board of Education shall identify low-performing schools on an annual basis. Low-performing schools are those that receive a school performance grade of D or F and a school growth score of “met expected growth” or not met expected growth” as defined by G.S. 115C-83.15.

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What Are The Numbers?

2015 - 2016

PRIORITY(federal definition)

137

FOCUS (federal definition)

141

LOW-PERFORMING (state definition)

581

Further Breakdown of Numbers

137 Priority Schools

• 64 new

• 73 continuing

• 45 local education agencies

• 11 charter schools

• 86 state low-performing

141 Focus Schools

• 19 new

• 122 continuing

• 49 local education agencies

• 2 charter schools

• 41 state low-performing

Federal Program Monitoring and Support

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Priority and Focus Schools Timeline

Priority Schools

• Participate in NCStar training in February

• Notify parents by August 2016

• Select a model

– Turnaround

– Transformation

– Restart

– Closure

– Turnaround Principles

• Utilize NCStar*– 2015-16 Assess indicators (Due 5/27)

– 2016-17 Create and Monitor plan (Due 11/4)

– 2017-18 New CSI (Priority) List

Focus Schools

• Participate in NCStar training in February

• Notify parents by August 2016

• New Focus – Implement interventions for identified subgroups

• Continuing Focus – Utilize NCStar*

– 2015-16 Assess indicators (Due 5/27)

– 2016-17 Create and Monitor plan

(Due 11/4)

– 2017-18 New TSI (Focus) List

Federal Program Monitoring and Support

*Currently ONLY Priority & Focus schools in North Carolina are required to use NCStar, however, it is FREE for any school that wishes to use the tool.

NCStar® is a web-based tool that guides a district or school Leadership Team in charting its improvement and managing the continuous improvement process

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Where it all began…

Center on Innovation & Improvement

One of five national content centers

Administered by the Academic Development Institute

Funded by U. S. Department of Education

Began in 2005

Purpose: Assist regional centers and State Education Agencies (SEAs) with:

Academic Development Institute applied for a federal grant

One of five national content centers (2005-2012) Center on Innovation & Improvement, administered

by the Academic Development Institute Funded by U. S. Department of Education Purpose: Assist regional centers and State Education

Agencies (SEAs) with:• Statewide systems of support• District and school improvement• Restructuring and turnaround• Family and community engagement

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Virginia had a problem

• Not satisfied with school improvement planning process

• Wanted focus on Indicators, like those in Handbook

• Wanted way for SEA to coach schools more effectively

• Wanted to relieve everyone of the paperwork

• Wanted district and school teams to take charge of improvement

Indistar ® was born in 2007

• Web-based system to solve Virginia’s problems

• First two years, 26 of 27 restructuring schools made big progress and exited restructuring

• Not just the web system, but focus on effective practice

• And support from the SEA

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Indistar ® caught on• 2008: New Hampshire and Idaho adopted Indistar ®

• 2009: Alaska, Oklahoma, and Arkansas jumped on board

• 2010: North Dakota, Illinois, and Bureau of Indian Education joined

• 2011: North Carolina, Maine, District of Columbia, Mississippi, Alabama, South Dakota, Wisconsin, Wyoming, and Washington adopted Indistar ®.

• 2012: Kansas, Arizona, Oregon, Louisiana, Minnesota, Vermont, Georgia, and Ohio

Alaska

NorthDakota

Illinois

SouthDakota

Ohio

North Carolina

GA

AL

AR

MS

Virginia

Oklahoma

Idaho

Washington

Oregon

Wyoming

+Washington DC

MaineNew Hampshire

Vermont

Wisconsin

Arizona

Kansas

LA

The Indistar Network…

+Bureau of Indian Education

Minnesota

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PROS

TEAMING process

State accessibility to REAL TIME work

SEA, LEA, and coaching support

Electronic submissions

Interactive, online coaching feature

Indicators of effective practice

Research support (Wise Ways and Indicators in Action)

Superman Syndrome

“No leader, no matter how effective, can change an organization and maintain it in that changed state on her or his own.”

Ben Levin – How to Change 5000 Schools

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Remember, the Real Work Occurs in Teams

School TeamEngage with Student Success Indicators AND

Receive Support from SEA and LEA

District TeamProvide Support to School-Level Teams & monitoring the

work and individual school plans

State TeamProvide Support to District

and School Teams

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Now We’re Ready to Roll Up Our Sleeves

And start the improvement conversation

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School Improvement

for Student Success

MTSS

The Multi-Tiered System of Support provides a framework for school

improvement

NCStar

A web-based tool that guides a Leadership Team

in charting its improvement and

managing the continuous improvement process

Statewide System of Support

Four SST teams of cross agency staff members to serve and support the

state's 8 SBE regions, by

collecting and analyzing data to identify common needs and offer

customized support for school

improvement

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P.D.C.A. – Deming Cycle

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Who has access?

Superintendent Normally this is the username/password used by a Federal

Programs Director if they have additional District Coordinators District Coordinator Principal / Process Manager (shared between the two people) Leadership Team (School Improvement Team) NCDPI Guest (only allows for visibility)

NCStar allows for 6 separate logins to each school

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Alignment of the 105 Indicators or “Research-Based Effective Practices”

Data Generated 2/17/2014 NCDPI/ASIS/DST/EKB 33

CNA Dimensions

Instructional Excellence & Alignment

Leadership Capacity

Professional Capacity

Planning & Operational Effectiveness

Families & Communities

MTSS ComponentsThree Tiered Instructional / Intervention

Model

Leadership

Data – Evaluation

Data – Based Problem Solving

Building the Capacity / Infrastructure for Implementation

Communication & Collaboration

The Leadership Team should ask themselves:

1• What is the straight-forward, literal meaning and intent of the indicator?

2 • How would we know the extent to which the indicator is implemented?

3• What data must be analyzed to determine the level of implementation?

4• What instruments must be created to gather the data?

5• Who will make the data available?

6• What does it look like now?

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The 12 Key Indicators• Priority and Focus schools will have to assess at least the following 12 Key Indicators:

• The LEA has an LEA Support & Improvement team• The LEA selects and hires qualified principals with the necessary competencies to be change leaders.• A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key

professional staff meets regularly (twice a month or more for an hour each meeting) to review implementation of effective practice.

• The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.

• The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses the data to make decisions about school improvement and professional development needs.

• The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.

• The school has established a team structure among teachers with specific duties and time for instructional planning

• Instructional Teams develop standards-aligned units of instruction for each subject and grade level.• The school implements a tiered instructional system that allows teachers to deliver evidence-based

instruction aligned with the individual needs of student across all tiers.• The LEA/School has established a system of procedures and protocols for recruiting, evaluating,

rewarding, and replacing staff.• All teachers are attentive to students’ emotional states, guide students in managing their emotions,

and arrange for supports and interventions when necessary.• The school regularly communicates with parents (families) about its expectations of them and the

importance of the curriculum of the home (what parents can do at home to support their children’s learning).

12 Indicator ProcessAssess the 12 Key Indicators

LEA + School assesses each of the 12 Key Indicators

Check for 12 in the Create Stage

All indicators that were not assessed as in “Full Implementation” moved to the Create stage. If you do not have 12 indicators here, please assess additional indicators so that you always have at least 12 that your LEA + School are working on.

Create tasks for the 12 Indicators that are in Limited Development

LEA + School create tasks and assign duties that should lead to “Full Implementation”

Monitor the Indicators

LEA + School monitor tasks and choose to create more tasks or work done. If “Full Implementation” then assess another indicator so that Create always contains at least 12.

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Indistar “Practice/Discovery” Site:

1.) Go to www.Indistar.org

2.) Username: ncschool

3.) Password: ncschool