Strategic Education Committee...CCSD reserves the right to make corrections and update content...

CCSD reserves the right to make corrections and update content following presentation to/discussion with the Board.

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Strategic Education Committee September 16, 2019 (Postponed from Sept. 9)

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Strategic Education Topics Today

Early Childhood Education

Partnership Schools

Programs/Facilities

Academic Magnet

Partial Magnet

Report: Achievement Results

Report: Impact Indicators

3-hour workshop for presentation/discussion

A. Mission Critical Priorities

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Getting INPUT

Generating IDEAS

Taking ACTION

What is the Process?

Step 1: Input - For several months the Board and district gathered input--e.g., from consultants, the shared future process, Mission-Critical Action teams, various listening sessions.

Step 2: Direction - In Board Work Session, provide suggestions and recommendations based on input. The Board provides direction.

Step 3: Refinement - Take today’s proposals to stakeholder representatives for review, further development, and refinement.

Step 4: Action - Bring recommendations to the Board for action October - November, if possible.

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Our recommendations begin to address these priorities.

❖D10, D20, D4, others - [Re]align schools, programs, attendance lines to improve opportunities and outcomes

Some of the “Big Themes” from Mission Critical Presentations

❖ Provide equitable programs and supports

❖ Hire outstanding leaders; create pipeline

❖ Give excellent school leaders greater autonomy

❖ Engage school families before making big decisions

❖ Consider benefits of CCSD Partnership Schools

❖ Provide effective early childhood education in or near neighborhood schools

❖ Make all schools high quality; eliminate or change school choice

❖ Plan intentionally across PK-12 feeder patterns

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Mission Critical Workshop

A-1. Mission Critical Priorities: Initial Discussion, Early Childhood

1. Early Childhood Programs (3-, 4-, and 5-year olds)30 minutes

1. Solicitation for Interest Update: Partnership Schools2. Equity and Access: Program and Facility

Considerations

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Revamp preschool

programs (early childhood through kindergarten) to produce higher

levels of first grade

readiness.

Recommendation

National Data - Early Childhood Programs

● A child’s capacity for learning is built over time, and the capacity for dramatic impact decreases over time, making the early years critical for future success.

● Research continues to show that investing in high-quality early childhood programs generates a 13 percent annual return on investment.

● Research indicates a strong correlation between early childhood intervention programs and higher graduation rates, increased earnings, employment and reduced incarceration rates.

● Research shows that investment in high quality early childhood programs creates positive impacts for participants, families, and communities

● High quality early childhood education in coordination with other programs such as parenting programs helps create a continuum of child care that supports children’s continued health development.

Source: First Five Years Fund - www.ffyf.org

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CCSD Early Childhood Programs

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1,054 Children

Early Head Start and Head Start

Federal Grants

2,136 Children

Child Development

Special Revenue and GOF

163 Children

Montessori and (2) classes for 3-year-olds

GOF and Fees

258 Children

Preschool Intervention

and PK Itinerant

GOF and Federal

● Low-income children and families

● 177 ages 0-36 months

● 877 3-yr-olds

● At-risk students

● 2,120 4-year-olds

● 16 3-yr-olds

● Lottery open to ages 3-5

● 137 3-year-olds

● 26 3-yr-olds at two sites

● Students with disabilities

● 177 3- and 4-year-olds

● 81 PK Itinerant

Head Start & Child Development

43-264.1In order to comply with the South Carolina Education Improvement Act of 1984 and the Early Childhood Development and Academic Assistance Act of 1993 school districts may establish and provide for the education of three-and four-year-old children who have predicted significant readiness deficiencies. The legislation requires that each district will provide for at least a half-day early childhood development program for four-year-old children. Districts have the option of serving three-year-old children.

PL 110-134 (Federal)

Head Start Programs promote school readiness of children ages 0-5 from low-income families by supporting the development of the whole child. Head Start and Early Head Start Programs offer a variety of service models, depending on the needs of the local community. Head Start programs support children's growth and development in a positive learning environment through a variety of services which include Early Learning, Heath, and Family Well- Being.

(State)

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1A.22. (SDE-EIA: 4K Targeting) EIA funds allocated for the provision of four-

year-old kindergarten shall be utilized for the provision of services to age-eligible

children in poverty, as defined in Proviso 1.3 of this Act. Children with

developmental delays documented through state approved screening

assessments or children with medically documented disabilities who do not

already qualify for special need services should also be considered for enrollment.

In the event that more students seek to enroll than available space permits,

districts shall prioritize students (at the time of acceptance) on the basis of family

income expressed as a percentage of the federal poverty guidelines, with the

lowest family incomes given the highest enrollment priority.

Examining Readiness for First GradePercentage of Students Meeting FAST Reading Benchmark - Indicates Low Risk

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CCSD Early Childhood Program Considerations and Next Steps

● Centralize the screening and admission processes for Child Development (4K)

● Centralize as many programs as possible onto sites that are designed and staffed to serve early learners

● Continue with the full program evaluation for Child Development to pinpoint specific areas for improvement

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Define what the overarching Early Childhood Program should encompass in CCSD in order to meet the system’s goals.

● Determine the Focus○ Program Investments○ Target for Services○ Locations

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Board Discussion / Questions


A-2. Mission Critical Priorities: Initial Discussion - Solicitation forInterest - Partnership Schools

1. Early Childhood Programs (3-, 4-, and 5-year olds)2. Solicitation for Interest Update: Partnership Schools

30 minutes1. Equity and Access: Program and Facility

Considerations

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Recommendation:

Create “Partnership Schools” that, through a contract with the Board, have greater flexibility and decision making authority, with a higher degree of accountability, to implement turnaround models that accelerate student growth

and achievement.

NATIONAL ACHIEVEMENT

TRENDS (NWEA)

Blue =Low-Poverty

School

Red =High-Poverty

School

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Percent Poverty - District 2 Elementary Schools

Number of students in D2 = 14,353

Number of elementary schools in D2 = 9

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Poverty and Achievement in District 2 Elementary Schools

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* Caution: One year of data only in this analysis

Percent Poverty in District 4 Elementary Schools

POVERTY

Percentage

Number of students in D4 = 16,801

Number of Elementary Schools in D4 = 15

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Poverty and Achievement in District 4

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Is Any School Sustaining an Outsized Difference?

Meeting Street is a PARTNERSHIP school

operating under a contract with CCSD.

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* Caution: One year of data only in this analysis

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We are looking for PARTNERS with expertise in impacting learning.

Partnership Schools Have . . .

• A neighborhood school, an attendance zone, and a commitment to serve all students living within that zone.

• A unique contract with the CCSD Board that spells out services to be provided, outcomes expected, governance structure, amount of funding per pupil, etc.*

• The opportunity to operate with greater flexibility and decision-making authority with a higher degree of accountability.

• An agreement to achieve better results than comparable schools.

The Partnership School Zone will need its own strong leader.*See Partnership Schools: https://www.crpe.org/sites/default/files/crpe-partnership-schools.pdf

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https://www.crpe.org/sites/default/files/crpe-partnership-schools.pdf

Assumptions: Partnership Schools

Parent representatives have an opportunity to provide input

Partnership schools are directed by outstanding leaders who have the authority to select talented staff members

Optimal school size is achieved in order to provide necessary programs at a reasonable cost

CCSD educators are supported during the transition

Partnership schools are not charter schools, but charter organizations could, with the Board’s approval, lead a Partnership School.

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Possible Partnership Schools

Chicora Elementary North Charleston Elementary*

Mary Ford Elementary Morningside Middle*

Hunley Park Elementary North Charleston High*

Pepperhill Elementary Sanders Clyde Elementary*

Pinehurst Elementary Simmons Pinckney*

Stono Park Elementary Burke*

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This list may be modified. *Possible feeder pattern/attendance zones.

Memminger Elementary Other?

Next Steps

PARTNERSHIP SCHOOLS

• Identify Potential Partnership Schools

• Recruit Partnership School Zone leader (Revise and re-advertise current vacant position.)

• Solicitation for Interest posted since August; continue search for partners who may be interested in bringing their expertise to neighborhood schools Solicitation for Interest (SFI)

• Engage parent representatives in analyzing options

• As work progresses, keep families and educators informed

• Assure all CCSD staff who work in these schools that, should they be displaced from their current position, they will continue to be employed with CCSD (providing an individual’s evaluation is satisfactory)

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https://www.ccsdschools.com/cms/lib/SC50000504/Centricity/Domain/1090/Mission_Critical/Solicitation for Interest CCSD.pdf

https://www.ccsdschools.com/cms/lib/SC50000504/Centricity/Domain/1090/Mission_Critical/Solicitation for Interest CCSD.pdf

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A-3. Mission Critical Priorities: Initial Discussion - Facilities

1. Early Childhood Programs (3-, 4-, and 5-year olds)2. Solicitation for Interest Update: Partnership Schools3. Equity and Access: Program and Facility

Considerations - 30 minutes

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Program and Facility Timeline

● Review existing direction and recommendations - COMPLETED○ Apply applicable Board directives○ Review Mission Critical Action Team recommendations

● Present improvement projects to Board for discussion – NOW● Review improvement projects with school stakeholders – Sept

and Oct 2019● Provide final improvement projects to Board for approval –

Starting in Nov 2019

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Elementary/Early Ed Projects Expand Program Opportunities

● North Charleston Early Education Center for southern area of D4○ Convert Mary Ford ES Campus to an Early Education

Center● Dorchester Corridor

○ Build a new 1,200-student school on the Lambs ES Campus for Lambs ES, Hunley Park ES and Goodwin ES

○ Convert either Hunley Park ES or Goodwin ES into an Early Education Center

● Build New Ladson ES at Ingleside○ Convert Ladson ES to an Early Education Center

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Elementary/Early Ed Projects Expand Program Opportunities

● Rezone Mitchell ES students to Memminger ES and Charleston Progressive Academy

● Create D20 zone for Charleston Progressive Academy. Additional seats go first to eligible D20 students; any vacant seats are then distributed to other constituent areas

● Expand Buist to K-5 and 6-8 campuses. Additional seats go first to eligible D20 students; any vacant seats distributed county-wide by lottery among eligible students, with designated percentage per attendance area

● Maximize Early Education classrooms/seats in D20

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Middle School Projects Expand Program Opportunities

● Renovate Mitchell Campus to house multiple programs:○ James Simons Montessori (Grades 7-8)○ Middle School IB Program/Buist (Grades 6-8)○ Charleston Development Academy Middle School (Grades 6-8)

● Create new middle school in North Charleston. - Replace Morningside Middle; consider middle school options for Meeting Street students

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Elementary Projects in District 9 and District 23

Expand Program Opportunities

● New school on John’s Island ○ Build a new school to accommodate growth

● Expand E.B. Ellington Elementary School○ Relocate Minnie Hughes ES to E.B Ellington ES after

expansion is complete

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Mission Critical WorkshopB. 2018-19 Student Achievement Results

(30 minutes)

G D NEWS!

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NOTE: SC Ready results are embargoed. Disaggregated data will be prepared for the Board when the state assessment results are released. Estimated timeframe: October.

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Advanced Placement

PRELIMINARY -EMBARGOED by College Board

The College Board determines Advanced Placement course content, trains teachers and approves their syllabi, and controls AP examinations.

CCSD students’ Advanced Placement passing rate (3 or higher) has consistently been above the state and national average. Preliminary data from College Board make us very optimistic that this trend will continue for the 2019 results.

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CCSD increasedthe number of students successfully completing

a dual enrollment course with a C or

higher by 87.2%

in 2018-19!

Access to Dual Enrollment Courses and Successful Completion Rates Increased

SC READY English Language Arts and Mathematics

TEST RESULTS WILL NOT BE RELEASED BY STATE UNTIL OCTOBER, AND ARE EMBARGOED UNTIL THE OFFICIAL STATE RELEASE.

Reviewing preliminary data from the testing company, we are optimistic

that this could be CCSD’s best year in the 4 years of SC READY in terms of

students meeting grade level standards around more rigorous college

and career ready standards. However, these results are preliminary and

are not final until the state release.

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CCSD’s 11th Grade Test Takers Scored above the State’s ACT Composite

CCSD increasedaverage ACT scores

on all subtests: English, reading,

math, science and composite!

11th Grade ACT Highlights

➢ The percent of 11th grade test takers meeting STEM benchmarks increased by +2.0 to 17 percent, above the state’s 8.0 percent.

➢ The percent of 11th grade test takers meeting 3 or 4 benchmarks increased by +4.0 to 34 percent, above the state’s 19.0 percent.

➢ The percent of 11th grade test takers meeting all 4 benchmarks increased by +2.0 to 24 percent, above the state’s 12 percent.

➢ Average ACT score for English increased by +1.4 points to 18.5; math increased by +0.1 points to 19.2; reading increased by +0.9 points to 20.3; science increased by +0.6 points to 19.6 and the composite by +0.5 points to 19.5 in 2018-19.

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Percentage of CCSD 11th Grade Test Takers Meeting ACT Benchmarks above the State

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Meeting STEM Benchmarks Meeting 3- 4 Benchmarks Meeting ALL 4 Benchmarks

National Merit Scholars 2018-19

● In 2018-19, four CCSD students earned National Merit Scholarships

● Fall ‘18 - 26 CCSD students were National Merit Semi-finalists ● Fall ‘19 - 42 CCSD students named National Merit Semi-finalists;

up 16 from the previous year.

South Carolina Junior Scholars 2018-19

● The number of 8th grade CCSD students qualifying as South Carolina Junior Scholars increased from 294 in 2017-18 to 327 in 2018-19

National Merit Scholars & SC Junior Scholars2018-19

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\

Up

65%

MAP Related to PerformanceMAP (Measures of Academic Progress): Reading and Math

CCSD Above the National Average in Achievement

CCSD Reading

62nd Percentile

CCSD Math

54th Percentile

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Overall

Median Percentile, Grades 2-8, Reading & Math

CCSD MAP ACHIEVEMENT INCREASES, ABOVE THE NATIONAL AVERAGE. Achievement on MAP is above the national average while growth is considered slightly above the national average, based on the 2019 NWEA Insights report.

○ NWEA places CCSD achievement in reading and math combined at the 59th percentile among districts nationwide (9 points above the national average).

○ CCSD MAP Reading achievement across grades 2-8 was at the 62nd median national percentile (12 points above the national average).

○ CCSD MAP Math achievement across grades 2-8 was at the 54th median national percentile (4 points above the national average).

MAP Related to PerformanceMAP (Measures of Academic Progress): Reading and Math

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MAP Related to GrowthMAP (Measures of Academic Progress): Reading and Math

CCSD Reading

53rd Percentile

CCSD Math

52nd Percentile

CCSD Above the National Average in Growth

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+1

+4+2

Median Percentile, Grades 2-8, Reading & Math

Overall Growth

CCSD MAP GROWTH INCREASES, ABOVE THE NATIONAL AVERAGE. CCSD growth on MAP growth is considered slightly above average in comparison to the NWEA national average, based on the 2019 NWEA Insights Report.

○ The District median growth for 2018-19 is at the 52nd percentile (2 points above the national average), an increase from the 50th percentile in 2017-18.

○ In 2018-19 MAP Reading fall-to-spring growth for grades 2-8 was at the 53rd median national percentile (3 points above the national average), an increase from the 2017-18 52nd national percentile.

○ In 2018-19, MAP Math fall-to-spring growth for grades 2-8 was at the 52nd national percentile (2 points above the national average), increasing by 4.0 percentile points from the 2017-18 48th national percentile.

MAP Related to GrowthMAP (Measures of Academic Progress): Reading and Math

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READING: % of Students Meeting MAP Growth

Targets

Grade 2014-15 2018-19 Percentile Change

2 48.0 54.4 + 6.4

3 44.3 55.9 + 11.6

4 46.3 54.9 + 8.6

5 49.9 55.8 + 5.9

6 46.0 54.3 +8.3

7 48.8 54.1 + 5.3

8 48.5 56.3 + 7.8

All Gr. 2-8 47.4 55.1 +7.7

● Increases in percentages of students meeting MAP growth targets:

From 47.4% to 55.1% districtwide

Reading Progress Over Time

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Math: % of Students Meeting MAP Growth Targets

Grade 2014-15 2018-19 Percentile Change

2 45.9 51.9 + 6.0

3 49.0 53.8 + 4.8

4 53.7 48.3 - 5.4

5 53.4 51.3 - 2.1

6 45.2 54.6 + 9.4

7 49.3 63.4 + 14.1

8 51.7 61.5 + 9.8

All Gr. 2-8 49.7 55.0 + 5.3

● Increases in percentages of students meeting MAP growth targets:

From 49.7% to 55.0% districtwide

Math Progress Over Time

● Overall, CCSD increased CTE Career Completers by 192 for a total of 886 (28% increase from 2017-18).

● 6,477 students and 596 educators participated in 193 work-based learning experiences, including Structured Field Studies and Career and Technology Student Organization trips. Students also completed 825 job shadowing and service learning experiences.

● 251 students completed school-coordinated internships and youth apprenticeships.

READINESS: Career and Technology Education (CTE) 2018-19

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Citizenship Factors 2018-19

● Increased the percentage of students with NO Referrals by 5%,

from 72% to 77%, over a 2-year period

● Reduced amount of truant students across CCSD by 4,330 over a three-year period from 12,577 students to 8,247. (Note: truancy is defined as more than 10 unexcused absences per year, so even though the district is making progress, this is still an area of concern.)

Citizenship Factors - Discipline, Attendance2018-19

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Increasing Diversity at Academic Magnet High School: Top Two Initiative and

ACE – Advancing Charleston Excellence

● Top Two initiative: Of the 48 Top Two 8th graders, 28 applied and were accepted to Academic Magnet High School.

● Using a Jack Kent Cooke Foundation grant, the district is providing a “bridge” support program for middle school students based on academics and poverty status. 13 eighth graders participated; 10 are now enrolled in AMHS, including 5 minority students.

● AMHS now has 42 students qualifying under Pupils in Poverty: 21 are in the 9th grade and 10 of the 21 are ACE scholars.

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C. Magnet/Choice Initial Discussion (Academic Magnet High School) 40 MinutesPresentation by AMHS Alumni

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D. Magnet/Choice Initial Discussion (Partial Magnet Programs) 30 minutes

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CCSD Strategic Plan

Provide equitable learning opportunities that allow

every student to develop and demonstrate talents,

interests, and modern workplace skills.

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Guiding Principles

In considering making recommendations for changes to the

current system, a variety of factors were considered and

became the principles that guided the work. These factors

included:

● Geographical area,

● Constituent districts,

● Socio-economic factors,

● Original purpose of the school,

● Equal programming.

Note: Students currently enrolled as partial magnet students would remain

through the “grandfather” process, and the CCSD transfer process will remain in

effect.

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Middle School A - 658 Scholars

Visual Arts X

Performing Arts (Band,

Strings & Percussion)

X (3)

PE X*

Health X*

CTE X

Chorus X

Foreign Language X

GTT X

Careers X

Middle School B - 662 Scholars

Visual Arts X

Performing Arts (Band &

Strings)

X (2)

PE X*

Health X*

CTE X

Chorus

Foreign Language X

GTT X

Careers

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*= Two teachers teach both PE and health to all grade levels

Physical Education

Performing Arts

2018-2019

All Schools Have

OPTIMAL FOR

FUTURE

CTE-2

Health-2

World Language-1

Physical Education-

2

Performing Arts-2

Visual Arts-1

Visual Arts

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NOTE: This is an example for middle school; a similar analysis will be done for elementary.

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2James B.

Edwards

"The Leader in Me"

Global Leadership

Eliminate partial magnet status,

continue allocation to support

program in place

Can accommodate additional

students through normal transfer

process

2 Jennie Moore Creative Arts

Keep as a District 2 magnet with

attendance zone and application

for magnet seats as space allows

Returns to a District 2 magnet

2Sullivan's

Island

Coastal

Environmental


support programs in place; possibly

rezone



process.

2 Laing STEM



rezone



process

4

North

Charleston

Creative Arts

Creative Arts/Arts

infused

Keep as a District 4 magnet with

attendance zone and application

for magnet seats as space allows

Transportation remains

4 Zucker ScienceEliminate partial magnet status,

support programs in place

Can accommodate through

normal transfer process

Dist. School Program Recommendation Rationale

Recommendations Effective for 2020-21 - Review Annually

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9 Haut Gap Advanced StudiesReturn to true middle school (6-8),


Normal transfer process; could

fill available seats

10 St. Andrews Math/Science



rezone



10

Advanced

Studies West

Ashley

Advanced Studies



rezone



10C. E.

Williams

Creative and

Scientific Arts



rezone



process

20 Mitchell Math/ScienceEliminate partial magnet status,


(May change if facilities

recommendations are approved)

20 MemmingerGlobal

Leadership/IB





23 Ellington Advanced Studies Improve or eliminate partial magnetCan accommodate through


Dist. School Program Recommendation Rationale

Recommendations Effective for 2020-21 - Review Annually

FUTURE VIEW OF CONSTITUENT MAGNETS

Constituent District(s) Magnet School Programs

1 and 2Jennie Moore

East Cooper Montessori Charter

3 Murray LaSaine Montessori

4North Charleston Creative Arts

Hursey Montessori

9 Frierson Montessori

10Ashley River Creative Arts

Montessori Community School

23E.B. Ellington Advanced Studies

Montessori Community School

20Buist Academy

James Simons Montessori

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“It is time to acknowledge that choice and

magnet schools, for all their merits,

currently perpetuate inequity and

disparate achievement.”

~Clemson University Inclusion and Equity Report: How Much Do We Care? 2019

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E. Break -- 10 minutes

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Mission Critical WorkshopF. Program Impact Report (30 minutes)

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Program Impact Report

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Program Impact ReportEarly College High School

● Students have access to a comprehensive, rigorous and accelerated curriculum, including dual enrollment and access to AVID elective courses and school-wide implementation strategies.

● End-of-course test results were also used internally for this program evaluation; however these results are currently embargoed.

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Success in dual enrollment for enrolled 9th and 10th graders is much higher than the district with 37.9% of freshmen and sophomores earning a C or higher in a dual enrollment course.

37%

13.9%

Represents College Credit forFreshmen and Sophomores

37.9 % ECHS

13% OtherSchools

Program Impact ReportEarly College High School continued...

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37%

13.9%

Phenomenal College-and

Career-Ready Growth!

Program Impact ReportAdvancement Via Individual Determination (AVID)

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100% 100%100% 100%

End-of-course test results were also used internally for this impact report; however these results are currently embargoed until October. Preliminary results indicate positive impacts for AVID.

Program Impact ReportBridges

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Based on comparisons of MAP Math growth in BRIDGES' schools versus others, results indicate a positive trend in achievement.

NOTE: 3rd & 4th graders had 2 years of BRIDGES. This was the first year in the pilot for 5th graders. Embargoed SC READY Math results were also used for this report.

Preliminary results indicate positive impacts on student achievement.

See note

Program Impact ReportIllustrative Math

● In 2018-19, Illustrative Math was implemented in 8th grade at Laing Middle and Northwoods Middle.

● Embargoed SC READY results were also used for internal evaluation. Preliminary results indicate positive outcomes.

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% Met

Growth Target

2017-18

% Met

Growth Target

2018-19

% Change

District 54% 62% + 8

Laing Middle 51% 62% + 11

Northwoods Middle 46% 57% + 11

Northwoods

Middle

% Grade 7 Met Growth Target

2017-18

% Grade 8 Met Growth

Target 2018-19 % Change

31% 57% + 26

MAP Math

2017-18 Grade 7 vs. 2018-19 Grade 8

% of Students Meeting Fall-to-Spring Growth Target

Northwoods

2017-18 vs. 2018-19 MAP Math Grade 8

% of Students Meeting Fall-to-Spring Growth Target

STEM Opportunity 2018-19 2019-20

PLTW* Introduction

to Engineering

19 students enrolled 47 students

enrolled

PLTW* Computer

Science Principles

7 students enrolled 19 students

enrolled

STEM-Related After-

School Programs

131 students participated TBD

STEM Summer Camps 105 students participated TBD

Work-Based Learning 102 students participated TBD

STEM Course

Enrollment

436 Students Enrolled in STEM Courses

*293 Students in Engineering

*85 Students in Computer Science

*58 Students in Health Science

TBD

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Program Impact ReportNorth Charleston STEM Initiative

STEM access has expanded, resulting in

more students enrolling in STEM/PLTW courses and

more students participating in STEM-related

activities.

*Boeing initially funded Project Lead The Way

equipment and training.

Participating Schools: North Charleston Elementary, Morningside MIddle, and North Charleston High

Program Impact ReportFastBridge Early Reading Assessment and Focus

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Median National Percentile

2018-19 Grade Fall 2018 Spring 2019 Percentile Point Change

Kindergarten 55th 58th + 3 points

First Grade 43rd 49th + 6 points

READING: FastBridge Early Reading Assessment Results 2018-19 Kindergarten and First Grade

Both tested grades improved their median national percentile from fall 2018 to spring 2019, confirming growth in reading in these early grades.

Program Impact ReportOpen Court Phonics

*SC READY ELA results were also considered for internal evaluation, but these results are currently embargoed; however, preliminary results indicate positive outcomes overall.

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Gr FastBridge Probe

FastBridge Assessment Fall to Winter Results -- Open Court Data

K Onset Sounds

47% met or exceeded the district growth average, 73% of schools showed percentile growth

K Composite Scores

50% of schools met or exceeded the district Composite Score growth average

1 Word Segmenting

63% of schools met or exceeded the district percentile growth; 81% of schools showed percentile growth

1 Nonsense Words

44% of schools met or exceeded the district percentile growth; 81% of schools showed percentile growth

75%

53%

Program Impact ReportInstructional Coaches - Seeing gains in student achievement

Teacher survey results focused on coaching indicate a positive perception of coaching.

Overall student achievement is improving.

Results also reveal a need to improve practice and work toward developing a stronger culture for coaching and continuous improvement.

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Over 60% of Teachers Agreed

Weekly PLC’s occur in the school

There is a focus on continuous improvement

Cycles of data analysis regularly occur, with subsequent discussions about instruction

Coaching practices are aligned with district and school initiatives

Collaborative discussions play a large role in PLC’s

Supported through coaching practices in their school

Fewer than 60% of Teachers Agreed

PLC’s are seen as a significant means of professional development

Modeling, professional development and ongoing feedback regularly occur as part of the coaching practices in their schools

They personally sought out opportunities to be coached

Coaching has had a direct impact on their instructional practice

Program Impact ReportIn-School Suspension Proctors - High School

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Supervised ISS is a necessary component of the continuum of disciplinary consequences for an effective Progressive Discipline system. ISS supervisors also work as interventionists and are called “Focus Facilitators.”

Program Impact ReportExtra PBIS/Social Work Support

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Social Work Focus:● Truancy Process and Reporting● Truancy Interventions:

○ 177 student cases worked

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INITIATIVE RESULTS

Phase I of III Salary Schedule Zero Vacancies for FY19 First Day of School.

Phase II of III Salary Schedule

Approved in October 2018 for recruitment and

retention purposes - 12 vacancies FY20 First Day of

School.

High Poverty Schools Math Salary

ScheduleFY19 and FY20 Zero Vacancies First Day of School.

TeachCharleston - District

alternative route teacher certification

program.

Cohort 1 for FY20 with 10 participants.

Teach Local - Grow our own teacher

initiative, High School to Teacher

Pipeline.

FY19 planning year with initial recruitment efforts.

MOU with College of Charleston and Trident Technical

College.

University of South Carolina/CCSD

Teacher Librarian Partnership

1 Cohort for 2018 Winter and 2 Cohorts for Fall 2018

resulted in no vacant Teacher Librarian positions. All

positions filled FY20.

Program Impact ReportHuman Resources

Program Impact ReportPilot Two Teachers Per Classroom in selected classes, 3 schools

+ Schools saw

higher percentage of students meeting growth targets.

- Growth is

average; it needs to be above 50th percentile.

? Some changes

were made. Need to see accelerated growth rates in 2020.

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2018-19 MAP MATH MAP READING

# Tested % Met F-to-S

Growth

Target

Average

Conditional

Growth Index

# Tested % Met F-to-S

Growth

Target

Average

Conditional

Growth Index

School A 218 40.3% -0.46 215 39.5% -0.29

School B 98 41.8% -0.28 97 54.6% 0.14

School C 76 50.0% -0.11 77 54.5% -0.09

Total 392 40.3% -0.35 389 46.3% -0.14

Co-Teaching

Classrooms in

School

% Meeting MAP

Reading Growth

Targets 2017-18

% Meeting MAP

Reading Growth

Targets 2018-19

% Meeting MAP

Math Growth

Targets 2017-18

% Meeting MAP

Math Growth

Targets 2018-19

School A - 3rd 31.7% 39.5% 24.5% 40.3%

School B - 4-5th 20.3% 47.7% 32.2% 41.8%

School C - 2nd 10.9% 53.5% 10.9% 53.5%

Program Impact ReportAngel Oak and North Charleston CD expansion of 3K and 4K

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Recommend revamping these

programs for 2020-21.

myIGDs spring 2017-18 and 2018-19

● Intent was to increase preventive maintenance (PM) and reduce reactive maintenance to minimize system downtime and negative impacts on school operations.

● The industry metric is the PM/TM ratio (the ratio of Preventive Maintenance work orders to Total Maintenance work orders).

● Investments in Preventive Maintenance proved effective. ○ PM/TM ratio increased from 15% to 22% between the start of

FY18 to the end of FY19. ○ Rate for completion of PM work orders increased from 71% to

89%.

● Recommend increasing this investment in future years.

Program Impact ReportPreventive Maintenance (PM)

85

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END

Strategic Education Committee

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