North Carolina Priority Schools-Reference Guide

Transcription

1 North Carolina Priority Schools-Reference Guide North Carolina Department of Public Instruction (DPI) 301 North Wilmington Street, Raleigh, NC Phone FAX

2 Table of Contents Overview... 3 School Improvement Grants (SIG) Schools... 4 NC Priority schools Identified under ESEA Flexibility Request... 6 What is NC Indistar?... 7 Priority School Quality Reviews... 8 Appendix A-Annual Benchmarks for School Turnaround... 9 Appendix B-Indicators Aligned to SIG Model and Title I Appendix C-Memorandum of Understanding Appendix D-North Carolina PSQR Appendix E North Carolina Priority Schools

3 Overview NORTH CAROLINA PRIORITY SCHOOLS Seventy-four (74) schools now comprise the State s list of priority schools. In addition to sixty (60) schools implementing a school intervention model under the School Improvement Grants (SIG) program, North Carolina has an additional fourteen (14) schools identified under the North Carolina Elementary and Secondary Education Act Flexibility Request (ESEA Flex) submitted and approved by the U.S. Department of Education in May of See Appendix E for a full listing of schools by district. In general, schools are identified for Priority/SIG status when: The reading and math composite score (students proficient in both subjects) drops below 50% for the most recent year and one of the two prior years; or In secondary schools, when the graduation rate drops below 60% for the most recent year and one of the two prior years. Note: At the end of the school year, the first cohort of NC SIG schools (23 schools) completed their grant cycle. However, these schools will continue to be identified and served under the Priority school umbrella for two additional years. This will allow them to receive both ongoing support from DPI and additional school improvement funding that may be used to address sustainability. DPI will continue to support the implementation of interventions through the use of the NC Indistar Tool and on-site reviews will be scheduled as needed to review progress in each school. NC Priority Schools NC Priority School Types 1. School Improvement Grants (SIG) Schools # of Schools 60 Interventions Required Transformation Model or Turnaround Model 2. ESEA Priority Schools 14 Alignment with ESEA Turnaround Principles 3

4 School Improvement Grants (SIG) Schools - All NC SIG Schools (60) have chosen to implement one of the models described below (either Transformation or Turnaround). Each of the components noted are required for full implementation of the model: Transformation Replace the principal who led the school prior to commencement of the transformation model. Use rigorous, transparent, and equitable evaluation systems for teachers and principals that -Take into account data on student growth as a significant factor as well as other factors, such as multiple observationbased assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and -Are designed and developed with teacher and principal involvement. Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so. Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation model. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards. Promote the continuous use of student data (such as from formative, interim, and summative assessments) in order to inform and differentiate instruction to meet the academic needs of individual students. Establish schedules and strategies that provide increased learning time. Turnaround Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates. Using locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students. (A) Screen all existing staff and rehire no more than 50 percent; and B) Select new staff; Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school. Provide staff ongoing, high-quality job-embedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability. Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards. Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students. Establish schedules and implement strategies that provide increased learning time. Provide appropriate social-emotional and community-oriented services and supports for students. Provide ongoing mechanisms for family and community engagement. 4

5 Leading Indicators All SIG schools are required to report to the SEA the school-level data required under section III of the SIG final requirements. The following metrics constitute the leading indicators for the SIG program: Number of minutes within the school year; Student participation rate on State assessments in reading/language arts and in mathematics, by student subgroup; Dropout rate; Student attendance rate; Number and percentage of students completing advanced coursework (e.g., AP/IB), early-college high schools, or dual enrollment classes; Discipline incidents; Truants; Distribution of teachers by performance level on an LEA s teacher evaluation system; and Teacher attendance rate. Additional information (including grant applications) for SIG Cohort I, II, and III schools can be found at 5

6 NC Priority schools Identified under ESEA Flexibility Request Priority Schools (non-sig) identified under the Elementary and Secondary Education Act (ESEA) Flexibility Request must implement interventions aligned with each ESEA defined Turnaround Principles noted below: Provide strong leadership by: (1) reviewing the performance of the current principal; (2) either replacing the principal if such a change is necessary to ensure strong and effective leadership, or demonstrating to the SEA that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget; Ensure that teachers are effective and able to improve instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; (2) preventing ineffective teachers from transferring to these schools; and (3) providing job-embedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs; Redesign the school day, week, or year to include additional time for student learning and teacher collaboration; Strengthen the school s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards; Use data to inform instruction and for continuous improvement, including by providing time for collaboration on the use of data; Establish a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement, such as students social, emotional, and health needs; and Provide ongoing mechanisms for family and community engagement. 6

7 What is NC Indistar? NC Indistar is a web-based system implemented by a state education agency, district, or charter school organization for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The system was created by the Center on Innovation and Improvement (CII), a national content center supported by the U.S. Department of Education. NC Indistar provides a foundation for school improvement efforts, as school teams work through specific indicators grounded in research from turnaround efforts throughout the country. Currently, 23 states participate in the Indistar process for school and/or district improvement planning. All North Carolina Priority schools will utilize this online tool to facilitate the three-year turnaround process. Years 1 and 2 are often referred to as the 28 Key Indicators for School Turnaround. Year 1 indicators are clearly focused on school culture and change, while year 2 indicators focus on making adjustments and aligning efforts. In year 3, indicators are geared toward sustainability and continuous improvement. See Appendix A for additional information on Annual Benchmarks for School Turnaround. All indicators in NC Indistar are aligned to the ESEA Turnaround Principles, SIG Transformation and Turnaround models, Title I schoolwide components, and the North Carolina Comprehensive Needs Assessment (CNA) Dimensions. For additional information, please note the document 28 Key Indicators Aligned to SIG Models and Title I Schoolwide Components in Appendix B. The LEA must identify a district liaison to work closely with the established School Implementation Team in each Priority School(s). The team will work to address each of the key indicators and to ensure that required reports are submitted within the tool. A Memorandum of Understanding (Appendix C) will be established outlining expectations, roles, and responsibilities of key stakeholders. Additional NC Indistar information is available at the following websites: NC Priority/SIG School Support Wiki (for access please contact Dr. Diane Antolak at or diane.antolak@dpi.nc.gov ) 7

8 Priority School Quality Reviews The North Carolina Department of Public Instruction (NCDPI) conducts Priority School Quality Reviews (PSQRs) to assist the School Improvement Grant (SIG)/Priority School with the three-year planning process for school improvement. Priority Schools typically receive 1-2 PSQRs during each year of the grant cycle. However, the scheduling of on-site visits may be adjusted according to school/lea need. THE NCDPI ASSIGNED QUALITY REVIEWER WILL: Pre-Visit Provide an agenda to the LEA/School Contact Review NC Indistar progress for the Priority School During the Visit Principal/LEA/Staff Interview - Application walk using either the SIG Renewal Application or the PRC 105 Grant Details Review ESEA Principles or SIG Model Components as needed Review Priority School documentation (see checklist) Discuss NC Indistar progress via stakeholder interviews Review the School Improvement budget (PRCs 105, 117, or 143) Tour school/2-3 informal classroom walk-throughs (10-15 minutes each) Closure: Identify areas of concern/strengths from the LEA perspective Post Visit Submit on-site documentation form to DPI Coordinator Provide Coaching Comments as needed in NC Indistar Priority School Documentation Checklist - The following items may be reviewed during the on-site visit to provide substantial evidence that programs are operated in compliance with applicable federal requirements. The quality reviewer will request specific documents for the on-site visit. When possible, schools should house documents in the File Cabinet available in NC Indistar : Quality Staffing - Administrator Evaluation(s), Teacher Evaluations, Professional Growth Plans, Action Plans Quality Planning EVAAS/Benchmark Data, PLC Notes, Sampling of Lesson Plans, School Improvement Plan (SIP), SIP Team Minutes/Agendas, Professional Development Plans, Student Support Team Agendas/Minutes, Parent Advisory/PTA Quality Budgeting Budget reports for all applicable PRCs (Title I PRC 050, PRC 105, PRC 117, and/or PRC 143) For additional information, please see the PSQR Protocol in Appendix D. Note: In 2013, twenty schools in North Carolina were approved for School Improvement Grant (SIG) Cohort III. In addition to the PSQRs, each SIG Cohort III school will also receive a mid and end-of-year summative report. A sample of this report is available at the NC SIG/Priority School Support Wiki noted above. 8

9 Appendix A-Annual Benchmarks for School Turnaround North Carolina Indistar Annual Benchmarks for School Turnaround The North Carolina Department of Public Instruction (NCDPI) has developed the NC Indistar Indicators Annual Benchmarks for School Turnaround to outline the three-year school improvement planning process for the following school types: School Improvement Grants (SIG) schools in NC. Priority Schools identified under the NC Elementary and Secondary Education Act Flexibility Request approved by the U.S. Department of Education. Schools identified for a second consecutive period under the methodology for Focus Schools in the NC Elementary and Secondary Education Act Flexibility Request approved by the U.S. Department of Education. School districts who have requested (voluntarily) to enroll locally identified low-performing schools in NC Indistar. In that most schools participating in NC Indistar are Title I eligible, the indicators noted below have been crosswalked to the ten (10) required schoolwide components. School districts are strongly encouraged to allow the plans developed through NC Indistar to serve as the school level Title I and/or School Improvement plan, thereby eliminating the need for multiple plans. Additionally, the five dimensions of the NCDPI developed Comprehensive Needs Assessment (Instructional Excellence and Alignment, Leadership Capacity, Professional Capacity, Planning and Operational Effectiveness, and Families and Community) are aligned by NC Indistar indicator, allowing schools and districts to review available rubrics by dimension/sub-dimension. NCDPI may also provide coaching support to schools that is directly aligned to the five dimensions. For more information on Indistar, including presentations and videos, you may visit To arrange for additional consultation, please contact George Hancock at , or by at George.hancock@dpi.nc.gov. 9

10 Year 1 School Culture and Change District 1. The LEA has examined current state and LEA policies and structures related to central control and made modifications to fully support interventions. 2. The LEA has reoriented its culture toward shared responsibility and accountability. 3. The LEA provides the school transformation team members with information on what the school can do to promote rapid improvement. 4. The LEA has determined whether an existing principal in position for two years or less has the necessary competencies to be a transformation leader. 5. The LEA selects and hires qualified principals with the necessary competencies to be change leaders. 6. The LEA has a team available to help principals as they deal with underperforming employees to minimize principal s time spent dismissing low performers. School 1. The principal effectively and clearly communicates the message of change. 2. The principal focuses on building leadership capacity, achieving learning goals, and improving instruction. 3. The principal regularly evaluates a range of teacher skills and knowledge, using a variety of valid and reliable tools. 4. The principal includes evaluation of student outcomes in teacher evaluation. 5. The LEA/School sets goals for professional development and monitors the extent to which it has changed practice. 6. The principal ensures that teachers align instruction with standards and benchmarks. 7. All teachers, working in teams, prepare standards-aligned lessons. 8. The school has established a team structure among teachers with specific duties and time for instructional planning. 9. The school Leadership Team regularly looks at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. 10. The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. 11. The LEA/School has established a positive organizational culture. 10

11 Year 2 Align and Adjust District 1. The LEA has aligned resource allocation (money, time, human resources) within the school s instructional priorities. 2. The LEA has planned for and initiated an ongoing cycle of continuous progress monitoring and adjustment. 3. The LEA has a plan and process in place to establish a pipeline of potential turnaround leaders. 4. The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff. School 1. The LEA/School aligns professional development with identified needs based on staff evaluation and student performance. 2. The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development. 3. All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments. 4. All teachers, working in teams, differentiate and align learning activities with state standards. 5. All teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework. 6. All teachers employ effective classroom management. 7. The LEA/School has engaged parents and community in the transformation process. 11

12 Year 3 - Sustainability Leadership 1. 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). 2. The school s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs. 3. Teams of special educators, general education teachers, and related service providers meet regularly to enhance/unify instructional planning and program implementation for students with disabilities. 4. The principal monitors curriculum and classroom instruction regularly. Instructional Planning 5. Instructional Teams develop standards aligned units of instruction for each subject and grade level. 6. Instructional Teams review the results of unit pre /post tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of early mastery of objectives). Classroom Instruction 7. All teachers maintain a record of each student s mastery of specific learning objectives. 8. All teachers interact instructionally with students (explaining, checking, giving feedback). 9. All teachers interact socially with students (noticing and attending to an ill student, asking about the weekend, inquiring about the family). 10. All teachers use a variety of instructional modes (whole-class, teacher-directed groups, studentdirected groups, independent work, computer-based, and homework). 11. All teachers reinforce classroom rules and procedures by positively teaching them. 12. All teachers systematically report to parents the student s mastery of specific standards based objectives. LEA Operational Support and Flexibility 13. The district works with the school to provide early and intensive intervention for students not making progress. 14. The district recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement. 15. The district allows school leaders reasonable autonomy to do things differently in order to succeed. 12

13 Appendix B-Indicators Aligned to SIG Model and Title I North Carolina Indistar Tool 28 Key Indicators Aligned to SIG Models and Title I Schoolwide Components NOTE: Key indicators are indicators that are selected by the SEA as being high priority. In the NC Indistar implementation tool, key indicators are those that specifically guide a school team in meeting the federal requirements (noted in bold below). Title I schoolwide components are crosswalked to each key indicator and noted, parenthetically, according to the following key: Comprehensive Needs Assessment (CNA) Schoolwide Reform Strategies (SRS) Instruction by Highly Qualified Teachers (HQ) Professional Development (PD) Attracting (Recruit/Retain) Highly Qualified Teachers to high-needs schools (RR) Parent Involvement (PI) Transitions (T) Teacher input into decision-making regarding assessments and improving instruction (TI) At-Risk addressing students having difficulty with mastery (AR) Coordination of local, State, and Federal programs (C) Providing operational flexibility and sustained support - Federal Requirement: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates. A01 A02 A04 The LEA has examined current state and LEA policies and structures related to central control and made modifications to fully support transformation. (CNA; SRS) The LEA has reoriented its culture toward shared responsibility and accountability. (CNA; SRS) The LEA has aligned resource allocation (money, time, human resources) within each school s instructional priorities. (C; SRS) Providing operational flexibility and sustained support - Federal Requirement: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or EMO). 13

14 B10 B15 The LEA has planned for and initiated an ongoing cycle of continuous progress monitoring and adjustment. (CNA) The LEA provides the school transformation team members with information on what the school can do to promote rapid improvement. (C) Developing and increasing teacher and school leader effectiveness - Federal Requirement: Replace the principal who led the school prior to commencement of the transformation model. C01 C06 C08 C13 The LEA has determined whether an existing principal in position for two years or less has the necessary competencies to be a transformation leader. (RR) The LEA selects and hires qualified principals with the necessary competencies to be change leaders. (RR) The principal effectively and clearly communicates the message of change. (AR) The principal focuses on building leadership capacity, achieving learning goals, and improving instruction. (HQ) Developing and increasing teacher and school leader effectiveness - Federal Requirement: Use rigorous, transparent, and equitable evaluation systems for teachers and principals that a) take into account data on student growth as a significant factor as well as other factors, such as multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and b) are designed and developed with teacher and principal involvement. D01 D02 The principal regularly evaluates a range of teacher skills and knowledge, using a variety of valid and reliable tools. (HQ) The principal includes evaluation of student outcomes in teacher evaluation. (HQ) Developing and increasing teacher and school leader effectiveness - Federal Requirement: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so. E12 The LEA has a team available to help principals as they deal with underperforming employees to minimize principal s time spent dismissing low performers. (HQ) Developing and increasing teacher and school leader effectiveness - Federal Requirement: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies. 14

15 F03 F04 F07 The LEA/School aligns professional development with identified needs based on staff evaluation and student performance. (PD) The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development. (PD) The LEA/School sets goals for professional development and monitors the extent to which it has changed practice. (PD) Developing and increasing teacher and school leader effectiveness - Federal Requirement: Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation model. G01 G03 The LEA has a plan and process in place to establish a pipeline of potential turnaround leaders. (RR) The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff. (RR) Comprehensive instructional reform strategies - Federal Requirement: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with state academic standards. H01 H03 The principal ensures that teachers align instruction with standards and benchmarks. (HQ) All teachers, working in teams, prepare standards-aligned lessons. (HQ) Comprehensive instructional reform strategies - Federal Requirement: Promote the continuous use of student data (such as from formative, interim, and summative assessments) in order to inform and differentiate instruction to meet the academic needs of individual students. I01 I02 I03 I04 I05 I06 The school has established a team structure among teachers with specific duties and time for instructional planning. (TI) All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments. (T) All teachers, working in teams, differentiate and align learning activities with state standards. (TI) All teachers provide sound instruction in a variety of modes: teacher-directed wholeclass; teacher-directed small-group; student-directed small group; independent work; computer-based; homework. (TI) All teachers employ effective classroom management. (T) The school Leadership Team regularly looks at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, 15

16 and parents) and uses this data to make decisions about student social and emotional learning (CNA; SRS) J08 Increasing learning time and creating community-oriented schools - Federal Requirement: Establish schedules and strategies that provide increased learning time. The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. (AR) K04 K07 Increasing learning time and creating community-oriented schools - Federal Requirement: Provide ongoing mechanisms for family and community engagement. The LEA/School has engaged parents and community in the transformation process. (PI) The LEA/School has established a positive organizational culture. (C) 16

17 Appendix C-Memorandum of Understanding NC Priority Schools - Memorandum of Understanding LEA School District Liaison Principal Process Manager North Carolina LEAs participating in the NC Indistar online planning process are asked to review the expectations, roles, and responsibilities noted below in order to ensure fidelity of implementation. The memorandum of understanding (MOU) shall be effective upon receipt of this signed document by the North Carolina Department of Public Instruction (NCDPI). School Improvement Teams Establish a meeting schedule for the entire year teams should meet a minimum of twice per month Select a team member to serve as Process Manager. This role is critical, and should not be assigned to the school principal. The Process Manager will assist in the documentation and tracking of progress in NC Indistar by: o Planning team meetings with agendas and recording minutes (agendas and minutes should be housed in NC Indistar ) o Utilizing evidence-based research with NC Indistar WiseWays to facilitate regular meetings o Electronically submitting reports to the SEA Assess indicators and create a vision of what the indicator will look like at Full Implementation Establish logical work teams from the entire staff (with a leader from the team to oversee areas of specialty, to create plans, and to complete tasks) Provide a monthly progress report to the entire staff Assess, plan, assign tasks, and monitor indicators Make recommendations for continued progress and/or accept evidence of full implementation Liaison with LEA support personnel on a monthly basis 17

18 Local Education Agency (LEA) Appoints LEA SIG/Priority School Coordinator to work through SEA expectations and attend school level team meetings regularly (or coordinate the work of other district personnel who are responsible for attending meetings) Works with and reviews the school Leadership Team s: o Meeting agendas and minutes o Assessment and Implementation of indicators o Implementation of plans and tasks Reviews SEA reviewer Coaching Comments (Priority Schools only) Provides support and feedback to the principal as needed or requested Takes an active role in problem-solving with the school team by making Coaching Comments on a monthly basis Reviews forms or indicator work before it is submitted State Education Agency (SEA) NC Department of Public Instruction Sets indicator benchmarks, due dates and expectations for school and district team Determines Forms to Complete and due dates for each school or district form Reviews the Leadership Team s progress by reviewing: o Meeting agendas and minutes o Assessment and Implementation of indicators o Implementation of plans and tasks o Progress of form completion and submission Supports school and district teams through webinars, trainings, etc. Supports and enforces coaching efforts through monthly Coaching Comments and on-site follow up as needed I have reviewed the expectations, roles, and responsibilities noted above with the participating school team have been authorized to submit this MOU on behalf of our local education agency. Signature of District Liaison Date Please a portable document format (pdf) file of the memorandum of understanding (MOU) to George Hancock at George.hancock@dpi.nc.gov. 18

19 Appendix D-North Carolina PSQR *SampleTemplate-Does not include all Indicators/Dimensions* North Carolina Priority School Quality Review (PSQR) LEA/School: Date: Attendees: PSQR Reviewer: The North Carolina Department of Public Instruction (NCDPI) has prepared the following Priority School Quality Review (PSQR) to assist the School Improvement Grant (SIG)/Priority School with the three-year planning process. SIG and Priority Schools typically receive 1-2 PSQRs during each year of the grant cycle. However, the scheduling of on-site visits may be adjusted according to school/lea need. PSQRs are completed by an assigned Quality Reviewer (QR) from the Federal Program Monitoring and Support Division at NCDPI. PSQRs are designed to monitor the SIG/Priority school transformation process. Quality Reviewers use information provided in NC Indistar, in addition to data gathered from the on-site visit, to complete a PSQR. The PSQR provides feedback regarding a school s ability to address NC Indistar Indicators with fidelity. Next to each indicator, the Quality Reviewer has the option to check Progress Noted (PN) or check Revise Indicator (RI). If an indicator is checked (PN), this indicates that the QR is in agreement with the school s assessment, planning, and level of monitoring documented in NC Indistar. If an indicator is checked (RI), the school level planning team should review and revise the school s assessment, planning, and/or level of monitoring documented in NC Indistar. Additionally, PSQRs include budget reviews and summary comments and recommendations from the on-site visit. Please note that the NC Indistar Indicators are benchmarked by year. Year 1 will focus on indicators that address school culture and change. Year 2 will focus on alignment and adjustment. Year 3 will focus on sustainability. The PSQR has grouped the Indistar Indicators to reflect the five dimensions of the NCDPI developed Comprehensive Needs Assessment (Instructional Excellence and Alignment, Leadership Capacity, Professional Capacity, Planning and Operational Effectiveness, and Families and Community) to allow schools and districts to review available rubrics by dimension/sub-dimension. Click here to access the NCDPI CNA rubric for schools and click here to access the NCDPI CNA rubric for districts. 19

20 Dimension A-School: Instructional Excellence and Alignment Indistar Indicator H03 I02 I03 I04 I05 Reviewer Comments: Indistar Description YR ND LD FI PN RI All teachers, working in teams, prepare 1 standards-aligned lessons. All teachers monitor and assess student mastery of standard-based objectives in 2 order to make appropriate curriculum adjustments. All teachers, working in teams, differentiate and align learning activities 2 with state standards. All teachers provide sound instruction in a variety of modes; teacher-directed whole-class; teacher directed small group; 2 student-directed small group; independent work; computer-based; homework. All teachers employ effective classroom management. 2 *Level of Development or Implementation: ND-No Development or Implementation; LD-Limited Development or Implementation; FI-Full Implementation *PSQR Key: PN-Progress Noted; RI-Revise Indicator 20

21 Appendix E North Carolina Priority Schools SIG LEA Name School Name Type Model 2010 Anson County Schools Anson Academy S RS 2011 Anson County Schools Anson High School S TR 2011 Anson County Schools Morven Elementary S TR 2010 Brunswick County Schools Brunswick County Academy S TF 2010 Buncombe County Schools Community High School S TA 2010 Burke County Schools Hallyburton Academy S TR 2010 Charlotte-Mecklenburg Schools West Mecklenburg High S TR 2011 Charlotte-Mecklenburg Schools Billingsville Elementary S TR 2011 Charlotte-Mecklenburg Schools West Charlotte High S TR 2013 Charlotte-Mecklenburg Schools Hawthorne High S TA 2013 Charlotte-Mecklenburg Schools Druid Hills Academy S TA 2013 Charlotte-Mecklenburg Schools Walter G Byers School S TA Charlotte-Mecklenburg Schools Turning Point Academy E E Charlotte-Mecklenburg Schools Lincoln Heights Academy E E 2013 Chatham County Schools SAGE Academy S E Cherokee County Schools Mountain Youth School E E 2013 Crossnore Academy Crossnore Academy S E Crossroads Charter High Crossroads Charter High E E 2010 Cumberland County Schools Ramsey Street School S TR 2011 Cumberland County Schools Westover High School S TR 2011 Dare County Schools Dare County Alternative S TR 2010 Davidson County Schools Davidson County Ext. Day S TR 2011 Dillard Academy Dillard Academy S TR 2010 Durham Public Schools Performance Learning Center S TR 2011 Durham Public Schools Hillside High S TR 2011 Durham Public Schools Y E smith Elementary S TR 2013 Durham Public Schools Glenn Elementary S TR 2013 Durham Public Schools Chewing Middle S 2011 Edgecombe County Coker-Wimberly Elementary S TR 2010 Forsyth County Schools Petree Elementary S TA 2010 Forsyth County Schools J.F.Kennedy High School S TR 2013 Forsyth County Schools Cook Elementary S TR 2011 Forysth County Schools Forest Park Elementary S TR 2010 Gaston County Schools Warlick Academy S TA 2011 Gaston County Schools Woodhill Elementary S TA 2011 Greene County Schools Greene Central High S TR 2010 Guilford County Schools Oak Hill Elementary S TA 2011 Guilford County Schools T Wingate Andrews High S TR 21

22 2011 Guilford County Schools Wiley Elementary S TR Guilford County Schools Doris Henderson Newcomers School E E 2013 Guilford County Schools Parkview Village Elementary S TR 2010 Halifax County Schools Enfield Middle S TR 2010 Halifax County Schools Southeast Halifax High S TR 2013 Halifax County Schools William R. Davie Middle S TR 2013 Halifax County Schools Dawson Elementary S TR 2013 Halifax County Schools Everetts Elementary S TR 2013 Halifax County Schools Inborden Elementary S TR Henderson County Schools Balfour Education Center E E 2010 Hickory City Schools Hickory Career & Arts Magnet S TA Iredell-Statesville Schools Monticello School E E Johnston County Schools South Campus Community College E E 2013 Kennedy Charter Kennedy Charter S E Lenoir County Public Schools Sampson School E E 2013 Moore County Schools Pinckney Academy S E 2010 Nash-Rocky Mount Schools Tar River Academy S TR 2013 Nash-Rocky Mount Schools DS Johnson Elementary S TA 2013 New Hanover County Schools AH Snipes Academy of Art/Des S TR 2010 Pitt County Schools North Pitt High School S TR 2010 Pitt County Schools Farmville Central High School S TR 2010 Pitt County Schools South Central High School S TR 2013 Pitt County Schools Northwest Elementary S TR 2010 Public Schools of Robeson Fairmont High S TR 2010 Public Schools of Robeson Lumberton Senior High S TR Public Schools of Robeson Fairgrove Middle E TR 2013 Richmond County Schools Leak Street High S E 2010 Rowan-Salisbury Schools Henderson High S TA Rutherford County Schools Rutherford Opportunity Center E E Stokes County Schools Meadowbrook Academy E E Transylvania County Schools Davidson River School E E 2011 Wake County Schools Longview S TR 2011 Warren County Schools Warren County High S TR 2013 Washington County Schools Pines Elementary S TR 2010 Wayne County Public Schools Goldsboro High School S TR Whiteville City Schools North Whiteville Academy E E Priority Type: E = ESEA; S = SIG Model: TR = Transformation; TA = Turnaround; E = ESEA Principles 22