North Carolina Reform Model

Annual Report ☐ Year 1 Formative Annual Report

☐ Year 2 Formative Annual Report☐ Year 3

Summative Evaluation Report

North Carolina Department of Public Instruction (NCDPI)

North Carolina School Reform Model Annual ReportName of School (School Code):Grade Span:Name of LEA/District:Place a Check by Your Approved Reform Model:

☐ Transformation ☐ Turnaround☐ Restart

Name of Principal:Principal’s Email:School Phone:School Address:School Web Address:

Place a Check by Your Current School Year:

☐ 2018-19☐ 2019-20☐ 2020-21

Introduction

In support of the mission of the North Carolina State Board of Education to guarantee every student in this state an opportunity to receive a sound basic education, the SBE has established a goal to Ensure equity of educational opportunity for all students.1 With this goal in mind, the purpose of the Reform Program and the reform efforts is to identify and address issues of equity that impact recurring low-performing schools and increase student achievement.

The North Carolina School Reform program, based on State Board of Education policy Reform for Recurring Low-Performing Schools, allows LEAs/Schools the

1 https://stateboard.ncpublicschools.gov/

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opportunity for flexibilities to employ innovative strategies for improvement in recurring low-performing schools to impact academic gains (DSTR-040 ). The focus of this opportunity is whole school improvement, addressing issues of equity, as well as strengthening rigorous instruction, skilled leadership, and active parent and community stakeholders. As in any school improvement effort, monitoring the effectiveness of the selected practices and strategies is an essential component of evaluating those flexibilities’ impact.

Purpose of the NC Reform Model Annual Report

With the above philosophy in mind, the North Carolina Reform Model Annual Report is designed to report on how the reform efforts have resulted in success for all students at the school. In Years 1 and 2 of implementation, the report is a formative assessment to engage the school in monitoring and provide feedback to NCDPI on schools that may need support in the reform process. In Year 3, the school will provide a summative report that evaluates whether the school has met goal expectations outlined in the school improvement planning process documented within NCStar and the impact on overall student achievement. Consider the Annual

Report as a component of the continuous improvement process and an opportunity to “tell the story” of reform efforts.

In addition, collecting the various flexibilities that LEAs/Schools utilize to improve student outcomes will serve as a data source (without school identifiers) to be analyzed for patterns, themes, processes, and trends. The findings will be shared to influence and inform improvement strategies statewide and the greater body of education.

Finally, the information in the report will be reviewed by the Reform Model program to determine the level of service to be provided by Regional Support Teams.

To summarize, the purpose of the report is threefold and will:

1. Engage Reform Model Schools in Continuous Improvement & Share Success Stories – Engage schools in the process of formative assessment and monitoring of chosen flexibilities in their Reform Model Plan and provide an opportunity to share the success story of reform efforts.

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2. Allow NCDPI to Analyze Reform Trends – Provide NCDPI with a collection of employed improvement strategies that will be analyzed for patterns and trends to inform statewide reform strategies as well as the body of education.

3. Identify Level of Support - Provide the NCDPI Regional Support Teams with a summary of the school’s reform efforts to determine the needed support for each school.

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Guidance on Completing the Report

WHO should complete this report?

To complete this report, LEAs/Districts and Schools are strongly encouraged to collaboratively engage your school improvement team and LEA/District representative(s) as you would in any continuous school improvement process.

HOW does the NC Reform Model report align with our Comprehensive Plan in NCStar?

The Reform Model report works in conjunction with the school’s NCStar Comprehensive Plan. NCStar is the online platform, provided by NCDPI, to facilitate and document a school’s or district’s Comprehensive Plan. The practices and strategies implemented as a result of your Reform Model will be outlined in your Comprehensive Plan. NCStar serves as the vehicle to track ongoing improvement efforts following the Assess, Create, and Monitor process and should result in the successful achievement of your recorded goals.

HOW should we complete this report?

Review your school’s Comprehensive or Improvement Plan and analyze the impact of the practices and strategies including the intended outcomes, success metrics, and school data sources. Review the implementation and monitoring action steps that align with the plan and your reform efforts. All the above information, as well as data provided in the report by the school and by NCDPI, should be used in the Reflection, Data Analysis, and Summary sections when completing the report. NCDPI will provide a consolidated data file from the School Data division (Appendix A) and the Accountability division (Appendix B). If the school has recently received a Comprehensive Needs Assessment (CNA) report, this information may also serve as a data source.

Specifically, in all Reflection, Data Analysis, and Summary sections, please focus on evidence that demonstrates the assessment of the Reform Model

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Plan on school improvement and student achievement. (Year 1 & 2 - Formative Assessment, Year 3 - Summative Assessment).

In all Reflection, Data Analysis, and Summary sections, include evidence for the evaluation using references to the data in the report or linked to the report, e.g., "Results located in Table E.2: Reading Performance Data demonstrate progress in reading, as a result of….” or “Effectiveness of this strategy is demonstrated by the data … (Appendix B – GLP Math Grade 3 Subgroup SWD ).”

Please complete the report with as much detail as possible. Completing the report with clarity and detail will engage the school in a thorough monitoring of the reform strategies, which may lead to increased success in the continuous improvement process. A detailed report will also help the North Carolina State Board of Education and the North Carolina Department of Public Instruction’s Reform Model Program to identify statewide trends in effective reform efforts and provide the appropriate level of support for your school.

A MS Word version of the report is available for drafting the report before posting the final report online in NCStar. Please email NCRMAnnualReport@dpi.nc.gov to request a copy of the file, if desired.

WHERE should my report be submitted?

Submit your North Carolina Reform Model Annual Report within NCStar. The Annual Report can be found on the home page of NCStar under Complete Forms. When completed, submit the report by clicking Submit under the Submissions tab on or before March 1, 2019.

If your school is no longer Low Performing and therefore, not required to use NCStar, you have two options for completing and submitting the report:

o Option 1 - Within NCStar (Access still available)o Option 2 –MS Word template and submit via email

NCRMAnnualReport@dpi.nc.gov (Please include a copy of the school’s current School Improvement Plan.)

HOW will the report be evaluated?

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In Year 1 and Year 2, the report is a formative assessment to engage the school in monitoring and provide feedback to NCDPI on schools that may need support in the reform process. In Year 3, the school will provide a summative report that evaluates whether the school has met goal expectations outlined in the school improvement planning process as documented within NCStar and the impact on overall student achievement.

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SECTION A: SCHOOL OVERVIEW & LEA/DISTRICT SUPPORTS

Current School Improvement Goals (SMART): Insert the current School Improvement Goals that describe the student achievement and improvement goals envisioned as a result of the flexibilities and innovations employed. These are the same Goals recorded in NCStar found under the Our Direction - Set Direction Section 1. As a reminder, the goals should be written using SMART characteristics (Specific, Measurable, Attainable, Relevant, and Timebound.) The number of school goals typically ranges from 3-5.

Table A.1: Current School Improvement Goals

Current Year School Improvement Goals:

School Performance History: In the space below, the LEA/District and school provide a narrative summary of school’s performance history including a cause and effect description of significant issues and changes. Please note: As a Reform Model school, NCDPI will be providing a consolidated file of your school’s performance data via email as an Appendix; therefore, please do not post a data table of performance scores in this section. A narrative paragraph of five to eight sentences is recommended to provide a contextual background on the school’s performance history.

Table A.2: School Performance History

LEA/District and School Perspective: (Recommended 5-8 sentences)

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School Leadership (Current & Historical): In the space below, the LEA/District and school provide a description of school’s leadership history and a rationale on the selection of the current principal. Include the principal’s years of experience and highest level of education. Additionally, if desired, information on the school’s leadership team may be included. (Recommended 200 Word Limit)

Table A.3: School Leadership (Current & Historical)

LEA/District and School Perspective: (Recommended 200 Word Limit)

LEA/District Support for Planning & Implementation: The LEA/District includes a description of the current support provided to the school during the planning and implementation of the selected reform model. (Recorded in NCStar under Key Indicator B1.01) (Recommended 200 Word Limit)

Table A.4: LEA/District Support for Planning & Implementation

LEA/District Support for Planning & Implementation: (Recommended 200 Word Limit)

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SECTION B: SCHOOL PROFILE (APPENDIX A)

School Profile Data Sources: As a Reform Model school, NCDPI will be providing a consolidated file of your school’s profile data (when released) via email as Appendix A. The provided data sources will be used to reflect on your school’s profile and how these data points reflect the equity of resources and impact student achievement within the school. Specifically, identify gaps in equitable distribution of teachers especially for low-income and minority students. The linked Guiding Questions [http://bit.ly/ncrmar] may support this reflection as well. Data sources that may be provided by NCDPI include:

Number of School Staff – Teachers, Admins, Counselor, TAs, Support Staff, etc. Race/Ethnicity Composition of Professional Staff Licensure Status of Teachers – Fully/Continuing, Initial, Without License Teacher Effectiveness Teacher Years of Experience Teacher Attendance – Average Daily Attendance Yearly Teacher Retention Rate  Student Population by Race/Ethnicity Students Economically Disadvantaged Student Attendance– Average Daily Attendance Student Discipline Title 1 Equity Plan [If applicable, contact your district’s Federal Programs personnel to request access

to your district’s Equity Plan.]

Table B.1: School Profile Additional Data Sources - Schools may provide additional data sources used to reflect on the school’s profile and how it may impact equitable distribution of teachers and student achievement.

Data 1 Description

Data 1 Link

Data 2 Description

Data 2 Link

Data 3 Description

Data 3 Link

Data 4 Description

Data 4 Link

Data 5 Description

Data 5 Link

EQUITY REFLECTION on School Profile: Identify gaps in equitable distribution of teachers specifically for low-income and minority students. How are issues of equity,

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specifically the equitable distribution of teachers, being addressed within the reform efforts to impact student achievement? As a Reform Model school, NCDPI will be providing a consolidated file of your school’s profile data (when released) via email as an Appendix. When providing references to data, please include the direct references either from the consolidated school profile data provided by NCDPI (APPENDIX A) or the Table B.1:

School Profile Additional Data Sources to identify and/or address components of an equitable educational setting. Guiding Questions (http://bit.ly/ncrmar) may support this reflection as well. (Recommended 200 Word Limit).

Table B.2: Equity Reflection on School Profile

Equity Reflection on School Profile (Recommended 200 Word Limit)

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SECTION C: CULTURE & CLIMATE

Culture & Climate Data Sources: Use the below data sources to reflect on the current culture and climate within the school. The NCDPI Every Student Succeeds Act (ESSA) plan states, “Analyses conducted by the New Teacher Center demonstrate significant connections between positive teacher working conditions and student achievement and teacher retention.”

Teacher Working Condition Survey – (Optional if TWC data is current within the year) Data drawn from both the School Summary Report and the School Summary Comparison Report on the TWC website may be used to

review school process & perception data within your school and how it compares to your district and/or state.

Table C.1: Additional Culture & Climate Survey Data (Optional) - Schools may present additional survey data used to support culture and climate such as Student, Parent/Community, PTA/PTO, or Social/Emotional/Security

surveys. Data 1 Title

Data 1 Link

Data 2 Title

Data 2 Link

Data 3 Title

Data 3 Link

Data 4 Title

Data 4 Link

Data 5 Title

Data 5 Link

CULTURE & CLIMATE REFLECTION: Reflect on the school’s current culture and climate and how these may be impacting student achievement and school improvement. Using current and relevant data resources, such as the Teacher Working Conditions survey or other LEA/school generated surveys provided in Table C.1, reflect and then provide a narrative description answering the following: What areas of culture and climate have been identified as the greatest need? What part of your school improvement or reform plan addresses these needs? What progress have you noted thus far that may be impacting student achievement? When referencing data, please include the TWC report name or the title of the data source provided in Table C.1.

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Table C.2: Culture & Climate Reflection (Recommended 300 Word Limit)

Culture & Climate Reflection (Recommended Word Limit 300)

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SECTION D: REFORM MODEL FLEXIBLE DATA & EXPLANATIONS

SECTION D for RESTART MODELS ONLY

Table D.1: Flexibilities - In the space below, list each Flexibility you are utilizing, how it Looks in Operation, and the Intended Impact. All Reform schools have flexibility in the budget; therefore, please include “Budget” as your first flexibility and include any feedback on its benefits or limitations. The following information will be collected to identify trends and patterns on flexibilities utilized throughout the state and reported to the SBE.

Flexibility Looks in Operation Intended ImpactBudget

Table D.2: Progress from Flexibilities Reflection - In the space below, evaluate progress at the school from the flexibilities allowed in your Reform Plan. Remember to answer the question, “How do you know?” by including evidence of progress. Provide references to data tables within the report or provide other links to relevant data that demonstrate how you know progress is being made. (Recommended Word Limit 300)

(Recommended Word Limit 300)

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SECTION E: Performance Data Analysis (See APPENDIX B)

REFLECTION OF DATA ANALYZED: Understanding research indicates that growth happens over an average three-year time span, there may not initially be any significant changes in student achievement data; however, monitoring for slight changes may support the strengthening or adjusting of reform efforts. In the spaces below, provide a narrative summary regarding the analysis of the data provided in APPENDIX B. As a Reform Model school, NCDPI will be providing a consolidated file of your school’s performance data via email as an Appendix. Record the observation of trends and patterns from data sets that are relevant to your selected flexibilities (Table E.1) as well as the conclusions (Table E.2) from these observations. Complete your data analysis as a collaborative work between leadership team and LEA/District representatives, selecting and analyzing all the data sets that relate to your flexibilities and progress. Then, in the tables below, summarize the most relevant data, including the observations and conclusions. Please note that Section F will request an overall summary of the school’s reform efforts including strengths, improvements, and next steps. APPENDIX B is provided for your data analysis; however, other data sources may be linked as well. When describing progress, please provide evidence and refer to the data sources.

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Table E.1: Data Analysis – Observations: “What trends or patterns in the data have been observed or identified?” - In the space below, list 3-5 data observations that relate to your Reform Plan submitted and approved by the SBE. Please number each observation, name the data set, and refer to the reference table. Use the same number in Table E.2 to align your conclusion to the observations from the referenced data. (Recommended 300 Word Limit)

Data Analysis – Observations: (Recommended 200 Word Limit)

Table E.2: Data Analysis – Conclusions: “What conclusions might be drawn from the identified trends?” - In the space below, list 3-5 conclusions that relate to the progress of your Reform Plan submitted and approved by the SBE. Please use the same number from the above Table E.1 to relate your conclusion to the relating observation with a reference to the data source. (Recommended 300 Word Limit)

Data Analysis – Conclusions: (Recommended 200 Word Limit)

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SECTION F: Summary Reflection

REFLECTION OF DATA ANALYZED: The reflections in Section B, C, & D as well as the data analysis conclusions from Section E serve to support the school in monitoring the Reform Plan. As a result of these reflections and data analysis, provide a description regarding the progress of your reform efforts and the overall impact on school improvement and student achievement/outcomes.

Table F.1: Derived from Your Data Analysis, “What is going well in your reform efforts?” - In the space below, list 3-5 evidences of progress that are evident in the school as it relates to your Reform Plan submitted and approved by the SBE. (Recommended 300 Word Limit)

What is going well in your reform efforts? (Recommended 300 Word Limit)

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What are the areas for improvement in your reform efforts? (Recommended 300 Word Limit)

Table F.2: Derived from Your Data Analysis, “What are the areas for improvement in your reform efforts?” - In the space below, list 2-3 areas in which the school can improve as it relates to your Reform Plan.

(Recommended 300 Word Limit)

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SECTION G: Next Steps

IDENTIFY WHAT’S NEXT:

Table G.1: Derived from Your Data Analysis and Summary Reflection, “What are the next steps in your Reform Efforts?” - In the spaces below, provide 2 – 3 next steps your school will need to take in order to continue progressing in your reform efforts, based upon the data analyzed within this North Carolina Reform Model Annual Report. (Recommended 300 Word Limit)

What are the next steps in your Reform Efforts? (Recommended 300 Word Limit)

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SIGNATURES REQUIREDThe Signing of Leadership Stakeholders: In the spaces below, provide the appropriate signatures confirming the information presented in this North Carolina Reform Model Annual Report and ensuring the North Carolina State Board of Education that this report has been a collaborative effort between the LEA/District and school and shared with the school, LEA/District, superintendent, local school board, and community stakeholders.

TITLE NAME PRINTED SIGNATUREPrincipal

LEA/District Finance OfficerSuperintendent

Local Board Chair

REFERENCES

Johnson, R. S. (2017). Using Data to Close the Achievement Gap: How to Measure Equity in Our

Schools. Corwin Press, Inc.: A SAGE Publications Company.

Johnson, L. R. (Academic). (2017). Laura Ruth Johnson discusses community-based qualitative

research [Streaming video]. Retrieved from SAGE Research Methods.

Kirstie_J. “North-Carolina-890632_1280.” Pixabay, 18 Aug. 2015, pixabay.com/. Released under

Creative Commons CC0.

POLICY & GENERAL STATUTE REFERENCES

SBE Policy DSTR-040 - Reform for Recurring Low-Performing Schools

G.S. 115C-105.37B - Reform of recurring low-performing schools

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APPENDIX C: SCHOOL PROFILE (OPTIONAL)

School Profile Data Sources (OPTIONAL): As a Reform Model school, NCDPI will be providing a consolidated file of your school’s profile data via email (when released) as an Appendix. If the school prefers to begin gathering data before the NCDPI data is provided, the below tables may be used to gather School Profile data. The below data sources provide a profile of the students, staff, and community that impact equitable distribution of teachers and student achievement. The tables are for the school’s reference and not to be submitted in the final report. Please adapt the table as needed. Guiding Questions (http://bit.ly/ncrmar) may support this reflection as well.

Appendix C Table 1: School Staff – In the table below, place the number of adults working in your school.

Year(s) Teachers Administrators Coordinators Counselors Paraprofessionals

2017

2018

2019

2020

Appendix C Table 2: Ethnic and Language Composition of Professional Staff (Teacher, Administration, Coordinator, Counselors) – In the table below, place the number of adults in each ethnicity block within your

school.

Year(s) African American

(#)

Native American/Alaskan

(#)

Asian/ Pacific Islander

(#)

Latino(#)

White(#)

Multi-Lingual (#)

2017

2018

2019

2020

Appendix C Table 3: Licensure Status of Teachers – In the table below, place information about your teachers’ licensure status.

Year Continuing License Initial License Emergency License & Permit to Teach

Teachers without a License

# % # % # % # %2017

2018

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2019

2020

Appendix C Table 4: Evaluation of Teachers – In the table below, place information about your teachers’ effectiveness.

Year Developing Proficient Accomplished Distinguished Not Demonstrated

Total

# % # % # % # % # % # %

2017

2018

2019

2020

Appendix C Table 5: Student Growth at Teacher Level – In the table below, place information about your teachers’ effectiveness.

Year Exceeds Expected Growth Meets Expected Growth Does Not Meet Expected Growth

# % # % # %2017

2018

2019

2020

Appendix C Table 6: Years of Experience – In the table below, place information about your teachers’ years of experience.

Year 0-3 Years 4-10 Years 10+ Years Total

# % # % # % # %2017

2018

2019

2020

Appendix C Table 7: Teacher Attendance - In the table below, place attendance information about teachers within your school.

Year Average Daily Attendance Professional Opportunities(Self-Reported)?

Medical Leave(Self-Reported)?

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# % # % # %2017

2018

2019

2020

Appendix C Table 8: Teacher Retention - In the table below, place information about the teacher retention within your school.

Year No Longer Teaching in NC Teaching in another District

Teaching in another School in the District

Total

# % # % # % # %

2017

2018

2019

2020

Appendix C Table 9: Students by Race/Ethnicity - In the table below, place the number of students according to ethnicity within your school.

Year(s) American Indian

(#)

Asian(#)

Black(#)

Hispanic(#)

White(#)

Multi-Racial(#)

2017

2018

2019

2020

Appendix C Table 10: Economically Disadvantaged Students - In the table below, place information about Economically Disadvantaged students within your school. (Percentages may be obtained through your Title I

Program.)Year # %

2017

2018

2019

2020

Appendix C Table 11: Student Attendance - In the table below, place attendance information about students within your school. Record the number of students and percentage.

Year Average Daily Attendance Chronic Absenteeism Average Daily Tardies to School (Self-Reported)

Average Daily Membership #

Average Daily Attendance #

Excused%

Unexcused%

# %

2017

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2018

2019

2020

Appendix C Table 12: Student Discipline - In the table below, place information about student discipline within your school.

Year In-School Suspension Out-of-School Suspension(Expulsions Not Included)

Average Daily Individual Student Visits to Counselor (Concerning Discipline)

(Self-Reported)Average Daily Membership #

Average Daily Attendance #

# % # %

2017

2018

2019

2020

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